LB 


THE  SENTENCE 

'  np^ 


EADING 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 

'Received         JAN 4    1893     /% 
^Accessions  No.  H<3  ft2/f  .  Class  No. 


THIS 


SENTENCE  METHOD 
OF    TEACHING 

BEADING,  fell,  AND  SPELLING, 


A  MANUAL  FOR  TEACHERS, 


GEORGE  L.  FARNHAM,  M.  A., 

PRINCIPAL  STATE  NORMAL  SCHOOL,  PERU,  NKB. 
SECOND    EDITION. 


0V   IHB 

WI78RSI 


SYRACUSE,    tf.    Y.  I 
C.    W.    BARDEEN,  PUBLISHER, 

1887. 


Copyright,  1881,  by  0.  W.  BARDEEN. 


PREFACE. 


In  his  experience  as  teacher  and  superintendent  of 
schools,  it  became  evident  to  the  author,  many  years 
ago,  that  there  was  something  fundamentally  wrong 
in  the  ordinary  methods  of  teaching  reading,  writing 
and  spelling.  Viewed  from  the  standpoint  of  econ- 
omy, the  result  bore  no  just  ratio  to  the  time  and  ef- 
fort devoted  to  these  branches ;  and  viewed  from  the 
-stand-point  of  education,  the  first  years  of  instruction 
seemed  imperfect  and  unsatisfactory.  This  conviction, 
which  he  shared  with  many  teachers  throughout  the 
country,  led  to  examination  and  experiment. 

In  1858,  the  phonetic  system  was  introduced  into 
the  schools  of  Syracuse,  N.  Y.,  and  for  a  time  it  was 
thought  that  the  true  method  of  teaching  children  to 
read  had  been  discovered.  After  a  trial  of  five  years, 
however,  it  was  seen  that  while  pupils  learned  to  read 
T}y  this  method  in  much  less  time  than  usual,  and  at- 
tained a  high  state  of  excellence  in  articulation,  their 
reading  was  nearly  as  mechanical  as  before,  and  few 
of  them  became  good  spellers.  The  two  systems  of 
analysis,  phonic  and  graphic,  had  so  little  in  common 
that  permanent  confusion  was  produced  in  the  mind. 


IV  THE    SENTENCE   METHOD. 

The  word  method,  next  tried,  was  much  more  pro- 
ductive of  good  results  than  any  that  had  preceded  it; 
yet  by  this  method  words  wetfe  treated  as  units,  inde- 
pendent of  sentences,  and  reading  almost  of  necessity 
became  a  series  of  independent  pronunciations,  per- 
petuating the  mechanical  results  of  the  old  methods. 

These  experiments  and  their  result  led  to  further 
investigation,  especially  in  the  line  of  psychology.. 
From  a  close  observation  of  the  action  of  the  mindr, 
and  of  the  relations  of  language  to  thought,  it  was 
seen  that  the  unit  of  thinking  is  a  thought,  and  there- 
fore that  the  unit  of  expression  is  a  sentence.  The 
obvious  deduction  was,  that  the  sentence  ought  to  be 
made  the  basis  of  reading. 

In  1870  a  series  of  experiments  was  instituted  in 
the  schools  of  Binghamton,  1ST.  Y,,  to  subject  this  the* 
ory  to  a  practical  test.  The  results  far  exceeded  ex- 
pectation in  the  direct  teaching  of  reading,  spelling 
and  writing  ;  and  led  to  other  results  in  awakening 
mind  and  in  influencing  conduct  which  were  unex- 
pected and  gratifying.  It  is  safe  to  assume  that  the 
problem  how  to  teach  these  branches  successfully  has 
been  solved. 

This  little  manual  is  substantially  a  record  of  the- 
plans  adopted,  and  of  the  principles  involved  in  these 
experiments  at  Binghamton.  It  is  published  with  the 
hope  that  it  may  prove  a  help  to  those  who  have  no- 


PREFACE.  V 

time  or  opportunity  for  original  experiment,  and  an 
incentive  to  further  investigation  in  this  direction. 

The  author  hereby  expresses  his  obligations  to  his 
friend  James  Johonnot,  for  valuable  assistance  in  the 
final  preparation  of  this  work.  The  large  experience 
of  this  gentleman  as  an  educator,  and  his  sound  judg- 
ment in  all  matters  of  education,  were  constantly  laid 
under  contribution  when  this  problem  was  worked  out. 

Council  Bluffs,  Iowa,  January  1,  1881. 


INTRODUCTION. 


Goethe  says,  "  Let  no  man  think  he  can  conquer 
the  errors  of  his  youth."  If  he  has  grown  up  in  envi- 
able freedom,  surrounded  by  beautiful  and  worthy 
objects ;  if  his  masters  have  taught  him  what  he  first 
ought  to  know  for  more  easily  comprehending  what 
follows ;  if  his  first  operations  have  been  so  guided 
that,  without  altering  his  habits,  he  can  more  easily 
accomplish  what  is  excellent  in  the  future;  then  such 
a  one  will  lead  a  purer,  a  more  perfect  and  happier 
life  than  another  man  who  has  wasted  his  youth  in 
opposition  and  error." 

This  statement  is  an  admirable  summary  of  our 
most  advanced  ideas  concerning  education.  In 'our 
educational  processes  we  have  but  to  ascertain  the  man- 
ner and  order  in  the  use  of  intellectual  faculties  and 
power  in  performing  real  life  work,  and  then  -  guide 
and  direct  the  study  of  the  youth,  that  they  may  ac- 
quire the  use  of  their  powers  in  the  same  manner  and 
order. 

Some  years  since,  while  engaged  in  a  business  that 
brought  me  in  contact  with  large  numbers  of  literary, 
business  and  professional  men,  I  instituted  a  series  of 


INTRODUCTION.  Vll 

inquiries  in  regard  to  their  habits  of  reading,  writing 
and  spelling.  From  the  answers  received  several 
items  of  interest  were  evolved. 

First,  Spelling.  My  question  was  "  When  in  doubt 
in  regard  to  the  spelling  of  a  word,  how  do  you 
assure  yourself? "  The  answer,  in  substance,  was, 
"  I  write  the  word,  and  when  it  looks  right,  I  as- 
sume it  is  correct."  Upon  further  questioning,  they 
were  unanimous  in  the  statement  that  they  had  adopted 
this  method  as  a  necessity  after  they  had  left  school 
and  entered  upon  the  active  duties  of  life.  Only  three 
or  four,  out  of  some  hundreds  questioned,  thought  of 
the  word  as  they  had  learned  it  from  the  spelling  book, 
and  these  were  teachers. 

Second,  Heading.  In  regard  to  reading  I  found 
that  most  of  those  who  had  learned  to  read  in  school 
were  slow  readers,  pronouncing  the  word  mentally,  if 
not  aloud.  Many  found  it  difficult  to  take  in  the 
author's  meaning  without  pronouncing  the  words  aud- 
ibly. On  the  other  hand,  those  who  had  learned  to 
read  at  an  early  period  before  attending  school,  and 
many  of  whom  could  not  remember  the  time  they  could 
not  read,  were  rapid  readers.  Their  eye  would  pass 
over  the  page  with  little  or  no  consciousness  of  the 
words,  and  they  would  take  in  the  thought  of  the 
author  much  more  rapidly  than  if  the  words  were  pro- 
nounced. These  persons  had  acquired  the  art  of 


Vill  THE   SENTENCE   METHOD. 

reading  without  conscious  effort  oil  their  part  or  on 
the  part  of  others.  Such  persons  could  always  spell, 
and  they  were  able  to  detect  a  misspelled  word  in  the 
most  rapid  reading.  They  also  were  usually  fluent 
writers. 

Third,  Penmanship.  The  results  of  observation 
and  inquiry  in  regard  to  penmanship  were  equally  in- 
teresting. Persons  who  do  much  of  original  compo- 
sition are  seldom  good  penmen.  I  have  never  found 
a  person  who  composed  in  the  hand  taught  and  prac- 
tised in  school.  Most  who  practised  some  one  of  the 
conventional  systems  for  years  in  schools,  abandoned 
it  when  called  upon  to  perform  real  work,  only  to  ac- 
quire a  hand  ugly  in  appearance,  and  difficult  to 
decipher. 

The  conclusions  drawn  from  these  facts  are  : — 

First.  That  the  methods  in  spelling  and  pen- 
manship, upon  which  so  much  time  and  labor  have 
been  bestowed  in  the  school,  are  laid  aside  the  moment 
the  student  enters  upon  the  active  duties  of  life  ;  and 
that  for  the  performance  of  these  duties  he  is  obliged 
to  form  new  habits  under  the  most  unfavorable  cir- 
cumstances. 

Second.  There  is  sufficient  uniformity  in  the  meth- 
ods practised  in  after  life,  and  adopted  without  in- 
struction, to  warrant  the  assumption  that  they  are 


INTRODUCTION.  IX 

best  adapted  to  real  work,  and  therefore  should  receive 
attention  from  educators. 

Third.  That  in  reading,  the  work  of  the  school, 
with  all  its  rules  and  systems,  is  immeasurably  inferior 
in  results  to  the  unsystemized  and  incidental  work  of 
the  home. 

Fourth.  That  where  habits  have  been  established 
by  school  drill  they  often  prove  hinderances  rather 
than  helps,  and  ever  after  there  is  vain  endeavor  to 
•escape  from  their  thraldom. 

It  is  in  view  of  these  facts,  more  or  less  distinctly 
recognized,  that  experiments  are  being  extensively 
made  to  bring  our  schools  more  into  harmony  with  the 
real  activities  of  mature  years,  to  give  to  the  pupil  not 
only  the  tools  of  knowledge,  but  the  mastering  of  the 
use  of  these  tools  in  the  discovery  of  knowledge  and 
its  application  to  human  purposes,  precisely  as  he 
must  do  in  any  vocation  to  which  he  may  apply 
himself. 

The  design  of  this  manual  is  to  aid  in  this  work. 
It  is  hoped  it  may  prove  a  help  to  many  teachers  who 
have  long  been  conscious  of  the  defects  of  the  old 
systems,  but  have  not  had  time  or  opportunity  to 
work  out  a  method  satisfactory  to  themselves.  The 
methods  here  presented  are  not  merely  theoretical. 
They  were  elaborated  after  careful  study  and  then 
subjected  to  experiment  and  correction,  and  as  here 


X  THE   SENTENCE   METHOD. 

given  they  are  such  as  have  survived  the  ordeal  and 
have  borne  abundant  fruit. 

It  is  believed  that  parents  will  find  here  a  simple 
process  of  teaching  reading,  writing  and  composition 
to  their  children  which  will  cause  little  interruption 
of  their  daily  duties.  Indeed  the  well  regulated 
home  is  without  doubt  the  best  primary  school. 


THE  SENTENCE  METHOD 

OF  TEACHING 

Beading,  Writing  and  Spelling. 


CHAPTER  I. 


Definition.  Reading  consists : — first,  in  gaining 
the  thoughts  of  an  author  from  written  or  printed 
language  : — second,  in  giving  oral  expression  to  these 
thoughts  in  the  language  of  the  author,  so  that  the 
same  thoughts  are  conveyed  to  the  hearer. 

It  is  important  that  this  two-fold  function  of  read- 
ing should  be  fully  recognized.  The  first,  or  silent 
reading,  is  the  fundamental  process.  It  is  often 
called  "reading  to  one's  self,"  a  phrase  significant 
as  indicating  a  wrong  conception  of  the  true  end  ta 
be  accomplished.  The  second,  oral  reading,  or  "read- 
ing aloud,"  is  entirely  subordinate  to  silent  reading. 
While  oral  expression  is  subject  to  laws  of  its  own, 
its  excellence  depends  upon  the  success  of  the  reader 
in  comprehending  the  thought  of  the  author.  The 


12  THE    SENTENCE    METHOD. 

importance  of  these  distinctions  is  so  great  that  I  will 
-consider  them  in  detail. 

Silent,  or  Eye  Beading.  It  is  scarcely  possible 
to  exaggerate  the  importance  of  correct  "  eye  read- 
ing;"— of  the  ability  to  look  over  the  written  or 
printed  page,  and,  with  the  least  possible  conscious- 
ness of  the  words  used,  fully  to  comprehend  the 
thoughts  expressed. 

A  common  process  is  indicated  by  the  expression, 
"  reading  to  one's  self."  This  means  the  translation 
of  written  into  oral  language.  The  reader  either  pro- 
nounces each  word  so  that  he  can  actually  hear  it,  or 
Le  thinks  of  the  pronunciation.  In  either  case  the 
thought  is  not  formed  in  his  mind  directly  through  the 
written  language,  but  indirectly  after  the  written 
words  have  been  changed  into  oral  expression.  This 
process  is  slow  and  laborious,  it  becomes  painful  when 
long  continued  ;  and  its  practice  will  account  for  the 
antipathy  which  so  many  persons  have  to  reading 
books  and  articles  of  considerable  length. 

The  object  in  teaching  should  be  to  make  every 
pupil  an  eye  reader, — to  give  him  the  ability  to  look 
•directly  through  the  written  expression  to  the  mean- 
ing, or  to  detect  at  once  the  unknown  elements  that 
prevent  the  accomplishment  of  this  object. 

A  New  Use  of  the  Eye.  The  ordinary  function  of 
the  eye  is  to  take  in  the  visible  characteristics  of  objects. 


FIRST    PRINCIPLES.  13 

This  is  the  use  to  which  all  children  have  become  ac- 
customed, and  they  form  judgments  in  accordance 
with  perfect  confidence.  No  child  doubts  his  ability 
to  distinguish  his  friends,  his  toys,  or  any  object  to 
which  he  may  direct  his  attention.  Through  this 
sense,  aided  by  touch,  he  comes  into  possession  of 
most  of  his  knowledge  of  the  external  world.  The 
knowledge  so  obtained  is  direct  and  tangible. 

With  hearing  it  is  different.  While  the  ear  recog- 
nizes sound  as  sound,  it  has  been  accustomed  from 
the  earliest  period  to  recognize  thought  through  the 
sound  of  oral  language,  until  the  thought  beomes  pri- 
mary in  one's  consciousness,  and  the  sound  of  lan- 
guage secondary.  Indeed,  language  becomes  so  purely 
representative  of  thought,  that,  as  sound,  it  scarcely 
appeals  to  consciousness.  The  child  associates  speech 
with  thoughts  divined  from  his  experience,  and  never 
regards  it  as  having  a  separate  existence.  The  words 
he  hears  quicken  thought  into  conscious  activity,  and 
he  in  turn  is  impelled  to  express  his  thought  by  the 
use  of  words. 

The  child  has  come  into  possession  of  his  powers, 
both  of  thought  and  of  expression,  by  a  gradual  and 
unconscious  process.  He  has  simply  been  shaped  by 
his  surroundings.  By  association  with  those  who 
talk,  he  has  acquired  the  power  of  understanding 
speech  and  of  speaking.  The  kind  of  speech  which 


14:  THE    SENTENCE    METHOD. 

he   hears,   whether  perfect   or  imperfect,   he  repro- 
duces. 

This  fact  should  be  distinctly  understood  and  real- 
ized. The  powers  of  speech  and  of  understanding 
what  is  said,  both  come  to  the  child  by  a  process  so 
simple  and  natural  that  he  is  conscious  of  no  effort  to 
acquire  them.  Speech,  objectively  considered,  is 
only  a  combination  of  sounds  uttered  in  quick  suc- 
cession, having  not  the  slightest  resemblance  to  the 
thoughts  represented ;  but  by  the  child  it  is  under- 
stood with  exactness  and  uttered  with  precision.  The 
whole  complicated  process  is  matured  without  effort, 
and  without  the  intervention  of  teachers. 

To  make  the  eye  perform  the  office  of  the  ear,  and 
the  hand  that  of  the  organs  of  voice,  is  the  problem 
that  presents  itself  in  attempting  to  teach  a  child  to 
read  and  to  write.  The  vital  point  is  so  to  change 
the  function  of  the  eye  that  it  will  look  upon  written 
or  printed  characters,  not  as  objects  to  be  recognized 
for  their  own  sake,  but  as  directly  calling  into  con- 
scious being  past  experiences,  and  so  becoming  repre- 
sentative of  thought.  All  the  efforts  of  the  teacher 
should  be  directed  to  this  end. 

At  this  point  our  education  has  often  failed.  The 
process  of  translating  the  written  language  into 
speech  is  so  slow  and  difficult  that  a  large  share  of 
the  pupils  of  our  schools  are  condemned  to  compara- 


FIRST   PRINCIPLES.  15 

live  ignorance.  The  words  as  they  appear  have  no 
meaning  to  them.  One  who  has  acquired  the  power 
of  directly  receiving  thought  from  the  printed  page, 
is  endowed  with  a  new  intellectual  faculty.  His  eye 
flashes  along  the  pages  of  a  book,  and  he  comprehends 
whole  sentences  at  a  glance.  It  would  not  do  to  say 
that  these  rapid  readers  do  not  understand  what  they 
read.  The  fact  is  they  understand  much  better  than 
the  slow  reader.  The  mental  power,  being  relieved 
from  the  necessity  of  translating,  concentrates  itself 
upon  the  thought,  and  the  thought  is  understood  and 
remembered.  Our  endeavor  should  be  to  give  the 
pupils  this  power  of  ey£  reading  from  the  first,  so 
that  they  may  continually  profit  by  it  and  have  no 
evil  habits  to  overcome. 

Oral  Reading.  When  the  habit  of  sight  reading 
is  acquired,  oral  reading  will  need  but  little  attention. 
The  oral  expression  is  subordinate  to  correct  eye  read- 
ing, and  its  acquisition  is  largely  incidental.  When 
the  pupil  has  power  to  take  in  the  thoughts  from  the 
printed  page  directly,  he  will  have  but  little  difficulty 
in  giving  it  proper  oral  expression  in  the  language  of 
the  author.  The  pupil,  being  under  the  control  of 
the  thought  obtained,  must  read  the  thought  as  natur- 
ally as  he  speaks. 

In  oral  reading  there  are  always  two  parties,  the 
readers  and  the  hearers.  It  is  as  important  that 


16  THE    SENTENCE    METHOD. 

pupils  should  be  taught  to  obtain  thoughts  by  listen- 
ing as  by  reading  ;  and  to  this  end  the  other  members 
of  the  class  should  close  their  books  while  one  is  read- 
ing, the  test  of  the  value  of  the  exercise  being  their 
ability  to  reproduce  the  thoughts  which  they  have 
heard. 

Writing.  While  the  pupil  is  acquiring  this  new 
use  of  the  eye,  and  learning  to  read  in  the  true  sig- 
nificance of  that  term,  he  should  be  taught  to  write. 
This  process  is  simply  the  production  of  the  forms 
which  represent  thought,  and  which  quicken  thought 
in  him.  While  silent  reading  is  analogous  to  obtain- 
ing thought  from  the  speech  of  others,  it  should  be 
so  presented  to  the  pupil  that  he  acquires  it  uncon- 
sciously while  endeavoring  to  express  his  thought, 
and  the  exercise  should  be  continued  until  the  habit 
is  formed  of  the  hand  responding  as  directly  as  the 
voice  to  the  mind  and  to  the  mandates  of  the  will. 

First  Principle.  The  first  principle  to  be  ob- 
served in  teaching  written  language  is,  "  that  things 
are  cognized  as  wholes."  Language  follows  this  law. 
Although  it  is  taught  by  an  indirect  process,  still,  in 
its  external  characteristics,  it  follows  the  law  of  other 
objects. 

The  question  arises,  what  is  the  whole  ?  or  what  is 
the  unit  of  expression  ?  It  is  now  quite  generally 
conceded  that  we  have  no  ideas  not  logically  associ- 


FIKST     PRINCIPLES.  17 

ated  with  others.  In  other  words,  thoughts^  complete 
in  their  relations,  are  the  materials  in  the  mind  out  of 
which  the  complex  relations  are  constructed. 

It  being  admitted  that  the  thought  is  the  unit  of 
thinking,  it  necessarily  follows  that  the  sentence  is  the 
unit  of  expression.-  One  can  assure  himself  of  the 
correctness  of  this  view  by  watching  the  operations 
of  a  little  child,  even  before  it  is  able  to  talk.  You 
may  give  such  a  child  any  direction  which  you  ex- 
pect will  control  its  action,  and  leave  out  any  part  of 
the  sentence  that  is  essential  to  its  completeness,  and 
the  child  will  not  be  influenced  by  it.  It  is  true  that 
elliptical  expressions  are  sometimes  used,  but  the 
missing  portions  are  supplied  in  the  mind,  before  ac- 
tion is  produced.  Let  any  one  attempt  to  remember 
a  series  of  words  so  arranged  as  to  express  no  com- 
plete thought,  and  he  will  see  how  absolutely  we  are 
dependent  upon  the  logical  arrangement  of  language. 
A  speaker  will  have  no  difficulty  in  making  himself 
understood  in  any  part  of  a  large  room,  if  he  ad- 
dresses the  audience  in  connected  and  logical  dis- 
course. No  one  listening  will  be  conscious  of  losing 
a  single  word  of  what  is  said.  But  let  the  same 
reader  attempt  to  read  the  names  of  a  dozen  persons, 
or  give  a  list  of  disconnected  words,  and  he  will 
hardly  be  able  to  pronounce  them  with  sufficient  dis- 
tinctness to  be  understood,  without  repetition. 


18  THE    SENTENCE    METHOD. 

Second  Principle.  A  second  principle  is,  we  ac- 
quire a  knowledge  of  the  parts  of  an  object  by  first 
considering  it  as  a  whole.  Repeated  recognitions  re- 
veal the  characteristics  of  the  whole,  so  as  to  separate 
it  from  other  things.  We  descend  from  the  contem- 
plation of  the  whole  to  the  parts  that  compose  the 
whole.  Otherwise  the  parts  would  be  more  distinctly 
remembered  than  the  whole.  But  this  is  contrary  to 
experience.  We  have  no  difficulty  in  distinguishing 
one  person  from  another,  but  if  called  upon  to  state 
exactly  in  what  this  difference  consists  we  should  be  at 
a  loss  for  a  satisfactory  reply,  unless  we  have  made 
the  matter  an  object  of  special  attention. 

That  words  are  no  exception  to  this  rule  is  obvious 
from  the  almost  universal  practice  of  writing  out  the 
word  and  looking  at  it  as  a  whole  to  determine 
whether  it  is  properly  spelled.  We  have  more  confi- 
dence in  our  judgment  of  the  appearance  of  a  word 
as  a  whole,  than  in  our  ability  to  reproduce  it 
in  detail,  notwithstanding  this  latter  method  is  the 
one  in  which  we  have  been  drilled. 

The  sentence,  when  properly  taught,  will,  in  like 

manner,   be  understood  as  a  whole,  better  than  if 

presented  in   detail.     The   order   indicated  is,   first 

••-    the  sentence,  then  the  words,  and  then  the  letters. 

The  sentence  being  first  presented  as  a  whole,  the 


FIEST   PRINCIPLES.  19 

words  are  discovered,  and  after  that  the  letters  com- 
posing the  words. 

Third  Principle.  The  third  principle  is  that 
while  language,  oral  or  written,  follows  the  laws  of 
other  objects  so  far  as  its  material  characteristics  are 
concerned,  it  differs  from  other  objects  studied  for 
their  own  sake,  by  being  representative  in  its  char- 
acter. While  it  is  to  be  recognized,  it  must  be  so 
recognized  as  to  make  the  thought  expressed  by  it 
the  conscious  object  of  attention. 

In  oral  speech  this  is  already  the  case.  The  writ- 
ten language  is  to  be  so  acquired  that  the  same  results 
will  follow.  To  do  this,  it  must  be  taught  by  an  in- 
direct process.  The  language  must  be  learned  while 
the  attention  is  directed  to  the  thought  it  represents. 

RECAPITULATION . 

First. — Things  are  recognized  as  wholes. 

Second. — Parts  are  recognized  while  contemplating 
the  wholes. 

Third. — The  whole  or  unit  in  language  is  the 
-sentence. 

Fourth. — Words,  as  parts  of  a  sentence,  are  dis- 
covered while  recognizing  the  sentence. 

Fifth. — Letters  are  discovered  while  contemplating 
words. 

Sixth. — Language,   especially  written  language,  is 


20  THE    SENTENCE   METHOD. 

to  be  learned  indirectly,  while  the  attention  is  di- 
rected to  the  thought  expressed. 

Practical  Hints.  Before  attempting  reading,  a 
/  child  should  be  able  to  use  language  with  considera- 
ble care  and  fluency.  Few  children  attain  this  power 
before  the  age  of  six  years.  The  child  must  also  be 
made  to  feel  at  home  in  the  school  room  and  in  the 
presence  of  his  teacher.  Without  this  freedom,  the 
teacher  can  never  judge  correctly  concerning  the 
mental  condition  of  the  child.  The  timidity  and  self- 
consciousness  of  pupils  when  first  entering  school,, 
cannot  be  overcome  by  direct  teaching.  The  change 
of  condition  from  home  to  school  should  be  made  as 
slight  as  possible,  and  the  teacher  should  study  to  en- 
ter into  the  thoughts  and  feeling  of  the  child.  When 
sympathy  is  fully  established  between  teacher  and 
pupil,  and  the  pupil  feels  as  unrestrained  as  at  home> 
the  conditions  for  successful  teaching  are  secured. 

The  class  should  be  as  devoid  of  formality  and  con- 
straint as  is  consistent  with  the  successful  working  of 
the  school.  Order  for  order's  sake  is  not  desirable. 
Eequiring  pupils  to  "  toe  the  mark"  or  to  assume  any 
precise  attitude  distracts  their  attention  from  the  les- 
son in  hand,  and  tends  to  make  machines  of  them 
arid  to  deprive  them  of  all  spontaneity  in  action. 

Children  of  ordinary  health  and  intelligence  are  al- 
ways active.  To  compel  quiet  for  any  considerable 


FIKST    PRINCIPLES.  21 

time  is  to  do  violence  to  child  nature.  Neglecting 
to  provide  for  natural  and  necessary  exercise  is  to 
convert  the  school  room  into  a  prison  house.  The 
mistake  is  often  made  of  making  education  consist  of 
repression  instead  of  development,  and  natural  activi- 
ties indispensible  to  achievements  are  ruthlessly  sacri- 
iiced  to  an  ideal  discipline,  where  quiet  must  be 
maintained  at  all  hazards. 

Slates  and  pencils  are  acknowledged  necessities, 
and  as  the  child  acquires  the  use  of  his  powers  they 
will  be  in  constant  requisition.  Provision  should  also 
be  made  for  the  unconstrained  exercise  of  the  pupils, 
that  will  interest  them  and  not  disturb  the  school. 
A  vacant  corner  in  the  school  room,  or  a  platform 
raised  a  few  inches  above  the  floor  and  supplied  with 
blocks  for  the  children  to  play  with  would  meet  this 
demand.  Building  blocks  may  be  easily  and  cheaply 
obtained  by  taking  a  common  board  dressed  on  both 
sides,  three-fourths  of  an  inch  thick,  and  sawing  it 
into  strips  one  and  one-half  inches  wide.  These 
strips  should  then  be  sawed  into  pieces  three  inches 
long,  giving  to  the  blocks  the  relative  proportion  of 
bricks.  A  few  pieces  should  be  left  six  inches  long, 
:and  a  few  of  the  common  bricks  sawed  in  two,  to 
give  variety  to  the  combinations  made. 


CHAPTER  II. 


ARE 

FIKST  STEP. 

The  object  of  this  step  is  to  awaken  thought  in  the 
mind  of  the  child  by  means  of  objects,  and  to  give  to 
the  thought  complete  oral  expression. 

The  teacher  should  be  provided  with  a  number  of 
objects  such  as  may  be  readily  handled.  At  first 
those  only  should  be  used  that  will  admit  of  the  use 
of  the  article  a  before  the  name. 

With  Objects  in  Hand,  first— Let  the  teacher 
and  each  pupil  take  an  object  in  hand. 

The  teacher  will  call  upon  one  of  the  pupils  to  tell 
what  he  has,  and  in  reply  the  pupil  will  probably 
hold  up  the  object  and  pronounce  its  name. 

Teacher — u  Jane,  what  have  you  ? '' 

Jane — "  A  pencil." 

Teacher — "  Who  has  a  pencil'? '' 

Jane — "I  have." 

Teacher — "Now  tell  me  all  about  it." 

Jane — "I  have  got  a  pencil." 


PRELIMINARY   EXERCISES.  23 

Teacher — "  Yery  well  ?  But  will  one  of  you  tell 
me  what  he  has,  and  leave  out  the  word  '  got '  ? " 

Charles — "  I  have  a  knife." 

Teacher — "That  is  right.  Now  Jane  will  try 
again.  Tell  me  what  you  have." 

Jane — "I  have  a  pencil." 

It  is  best  to  secure  the  proper  expression  from  the 
children,  though  it  may  take  some  time.  But  if  the 
teacher  fails  in  this,  she  will  hold  up  her  own  object, 
and  say,  "  I  have  a  book."  Then  call  upon  one  of 
the  children  who  will  very  likely  respond  properly, 
"I  have  a  knife." 

The  form  of  expression  once  obtained,  there  will 
be  very  little  difficulty  in  obtaining  the  similar  ex- 
pressions from  each  member  of  the  class.  Let  each 
hold  up  his  object  and  tell  what  he  has.  This  done, 
let  the  children  change  objects,  and  repeat  the  exer- 
cise, telling  what  each  one  has. 

Second — Next  let  two  or  three  children  take  hold 
of  the  same  object,  and  let  one  of  them  make  the 
statement,  "We  have  a  doll." 

At  first,  the  children  may  be  inclined  to  continue 
the  old  form  of  expression,  and  the  teacher  may  be 
obliged  to  take  hold  of  the  object  and  make  the 
proper  statement,  but  the  children  will  readily  take 
the  hint.  Now,  vary  this  form  with  the  first,  until 


24:  THE    SENTENCE    METHOD. 

the  children  will  instantly  respond  with  the  proper 
expression. 

Third — Let  one  pupil  hold  an  object  and  call  upon 
another  to  make  the  statement.  If  a  boy  has  the 
object,  the  response  will  be  "He  has  a  knife;  "  if  a 
girl,  "She  has  a  pencil." 

Fourth — The  teacher  will  hold  an  object,  and  the 
pupil  will  make  the  statement  to  the  teacher,  "  You 
have  a  map." 

Fifth — Two  or  more  members  of  the  class  will 
hold  an  object,  and  one  of  the  others  will  make  the 
statement  to  the  teacher,  or  .to  the  remaining  mem- 
bers of  the  class,  "  They  have  a  book." 

These  forms  of  expression  will  be  repeated  and 
changed  in  their  order  until  there  is  no  confusion  or 
tendency  to  error  in  expression.  The  children  should 
instantly  respond  with  the  appropriate  expression. 

Each  teacher  will  select  such  subjects  as  the  cir- 
cumstances may  require.  The  following  list  may 
serve  as  a  hint  to  the  kind  of  objects  which  may  be 
used.  When  the  object  cannot  be  used,  a  toy  or 
picture  representing  it  may  be  substituted. 

Book,  slate,  pencil,  paper,  knife,  string,  board, 
chalk,  desk,  seat,  table,  door,  window,  hat,  cap,  boot, 
shoe,  clock,  watch,  doll,  knife,  match,  wood,  stove, 
girl,  boy,  man,  woman,  house,  barn,  dog,  cat,  cow, 
horse,  rat,  pig,  sheep,  glass,  nail,  etc. 


PRELIMINARY    EXERCISES.  25 

In  regard  to  words  other  than  the  names  of  famil- 
iar objects,  the  book  which  is  to  be  used  should  be 
taken  as  a  guide. 

With  the  Object  in  Sight.  First.  Place  an 
object  before  the  class,  and  call  upon  a  child  to  tell 
what  he  sees,  and  he  will  respond,  "I  see  a  hat." 

Let  another  speak  for  himself  and  his  companions 
with  "  We  see  a  clock."  Introduce  the  other  pro- 
nouns with  the  verb  see,  as  in  the  previous  exercises. 
Ifext  introduce  other  verbs.  A  girl  walks  across  the 
floor,  and  the  expression,  "  She  walks,"  is  elicited. 
A  boy  will  run,  and  the  expression,  "  He  runs,"  will 
be  obtained. 

Second.  Introduce  the  names  of  the  different 
members  of  the  class,  and  use  them  in  the  place  of 
the  pronouns  in  the  previous  exercises.  Secure  va- 
riety by  using  different  verbs,  as,  "  John  sees  the 
clock,"  " Susan  heard  the  watch  tick,"  "James  ran 
home." 

Third.  Call  attention  to  qualities  of  objects  and 
secure  the  appropriate  expression,  as,  "John  has  a 
large  book,"  "  Jennie  has  a  white  cat,"  "  The  black 
dog  barks." 

The  following  list  of  qualifying  adjectives  is  given 
by  way  of  suggestion. 

Black,  white,  red,  yellow,  blue,  green,  brown, 
large,  small,  little,  big,  good,  bad,  lazy,  bright,  tall, 


26  THE    SENTENCE   METHOD. 

short,  hard,  soft,  rough,  smooth,  pleasant,  light,  heavy, 
dark,  etc. 

Fourth.  Call  attention  to  the  position  of  object, 
and  secure  the  proper  expression,  as,  "  The  book  is 
under  the  desk,"  "The  bird  flew  over  the  tree." 
Continue  this  exercise  until  the  more  common  prepo- 
sitions have  been  used. 

With  one  or  more  objects,  expressions  containing 
conjunctions  and  the  plural  form  of  the  verb  may  be 
obtained,  as,  "A  slate  and  a  book  are  on  the  table," 
"  John  and  Charles  run,"  etc. 

In  general,  any  form  of  expression  in  common  use 
may  be  obtained  from  the  children  by  forming  the 
proper  concrete  relations.  These  exercises  constitute 
lessons  in  constructive  language  or  composition,  and 
should  be  continued  until  the  children  respond  read- 
ily with  the  expression  representing  the  exact  rela- 
tions of  the  things  to  which  their  attention  is  called. 

This  exercise  may  be  varied  by  introducing  object 
lessons  with  such  simple  descriptions  as  the  children 
themselves  may  give.  The  children  should  also  be 
encouraged  to  tell  in  complete  sentences  what  they 
see  out  of  school,  on  their  way  to  and  from  school, 
and  at  home.  They  should  give  accounts  of  any  in- 
teresting event  which  has  happened  to  them,  or 
which  they  may  have  observed.  These  exercises  are 
especially  valuable  as  preparing  for  the  next  step. 


PRELIMINARY    EXERCISES.  27 

SECOND   STEP. 

The  object  of  this  step  is  to  awaken  in  the  mind  of 
the  child  the  exact  thought  contained  in  oral  expres- 
sion, and  to  lead  him  to  make  the  appropriate  con- 
crete representation. 

In  observation  we  pass  from  the  thought  to  the  ex-  ,  / 
pression;  in  reading,  from  the  expression  to  the 
thought.  This  step  is  to  make  clear  that  thought 
ma}7  be  obtained  from  oral  expression,  as  preparatory 
to  the  final  step  of  obtaining  thoughts  from  written 
expression. 

The  teacher  will  make  a  statement  as  "  I  have  a 
knife,"  and  will  then  ask,  "  What  do  I  have  ?  " 

Pupil — "  You  have  a  knife.*" 

Teacher — "How  do  you  know  that  I  have  a  knife?" 

Pupil — "You  said  so." 

The  teacher  will  show  the  knife  to  confirm  the 
statement. 

The  teacher  will  next  call  upon  different  members- 
of  the  class  to  state  what  each  has,  confining  the  in- 
quiries at  first  to  objects  at  hand,  and  producing  the 
object  to  confirm  the  statement. 

Passing  away  from  visible  objects  the  children 
may  be  called  upon  to  tell  what  they  have  at  home. 
John  may  say  "  I  have  a  large  black  dog,"  and  Jane 
"I  have  a  nice  doll."  The  thoughts  formed  in  the 


28  THE    SENTENCE    METHOD. 

minds  of   the   children  are  as  vivid  and  as  true  as 
though  verified  by  the  production  of  the  real  object. 
This  step  is  a  short  one,  and  will  require  only  a  few 
exercises  to  accomplish  its  object. 

THIRD   STEP. 

The  object  of  this  step  is  to  awaken  in  the  mind  of 
the  child  the  exact  thought  contained  in  written  ex- 
pression, and  to  enable  him  to  express  the  thought  in 
the  language  used.  This  is  Reading. 

While  of  necessity,  in  reading,  the  expression  pre- 
cedes the  thought,  no  lesson  will  be  a  success  where 
the  expression  fails  to  awaken  the  thought.  The 
order  in  the  third  step  is  the  same  as  in  the  second, 
with  the  substitution  of  written  for  oral  expression. 

The  teacher  goes  to  the  board,  and  in  a  clear  bold 
hand  writes  a  sentence,  as :  "I  have  a  knife."  The 
pupils  see  the  writing  but  of  course  do  not  know 
what  it  means.  The  teacher  will  call  a  pupil  and  put 
a  knife  into  his  hands,  and  the  pupil  in  response  to 
the  impulse  which  is  the  result  of  previous  training 
will  instantly  hold  up  the  knife  and  say  "I  have  a 
knife." 

The  teacher  writes  another  sentence,  as,  "  I  have  a 
pencil,"  and  puts  the  object  in  the  hands  of  another 
<jhild  who  will  respond,  "  I  have  a  pencil." 

The  teacher  will  proceed  in  the  same  way  until  sev- 


PKELIMINARY    EXEECISES.  29* 

eral  children  have  objects  in  their  hands,  represent- 
ing as  many  sentences  upon  the  board. 

The  teacher  wilt  next  call  upon  the  first  child  to 
point  out  and  read  his  sentence,  which  he  will  readily 
do  as  he  still  holds  the  object  in  his  hand. 

Each  child,  in  turn,  will  be  called  upon  to  point 
out  and  read  his  particular  sentence.  When  several 
are  written  upon  the  board,  some  child  may  forget 
which  represents  his  statement,  in  which  case  the 
teacher  will  take  the  pointer  and  pass  it  over  the  sen- 
tence from  left  to  right.  The  child  will  point  out 
the  sentence  in  the  same  manner,  at  the  same  time 
giving  the  oral  expression.  The  pupil  should  not  be 
allowed  to  guess,  but  when  he  hesitates,  the  teacher 
should  point  out  the  sentence  for  him. 

Next,  the  pupils  may  exchange  objects,  and  point 
out  the  sentence  that  expresses  the  new  order  of 
things  under  the  same  condition  as  before.  It  may  be 
necessary  frequently  to  erase  sentences  before  the  les- 
son is  finished,  but  this  will  prove  a  help  rather  than 
a  hindrance,  as  the  pupil  will  more  readily  observe 
and  remember  the  sentences  by  seeing  them  written. 

These  lessons  are  to  be  continued  day  after  day> 
care  being  taken  to  vary  the  order  and  the  objects,  so 
that  the  children  cannot  recall  the  sentences  by  their 
location.  The  teacher's  faith  and  patience  may  be  se- 
verely tried,  but  steady  progress  is  made.  Each 


30  THE    SENTENCE    METHOD. 

repetition  strengthens  and  deepens  the  impression, 
until  the  association  of  the  thought  with  its  written 
representative  is  firmly  made. 

The  objects  used  should  be  kept  upon  a  table  in 
sight  and  reach  of  the  pupils.  When  a  new  sentence 
is  written,  the  teacher  may  hand  the  object  to  the 
child,  or  point  it  out,  allowing  the  pupil  to  take  it 
himself.  By  varying  the  exercises  in  this  manner, 
great  activity  may  be  secured  on  the  part  of  the 
class. 

A  little  further  along  the  teacher  may  wait  to 
give  the  pupils  an  opportunity  to  select  the  object 
without  its  being  pointed  out.  When  a  child  raises 
his  hand  and  expresses  a  desire  to  do  this,  it  shows 
that  he  has  read  the  sentence,  and  is  acting  in  obedi- 
ence to  the  impulse  occasioned  by  a  comprehension 
of  the  thought.  The  oral  reading  follows  as  a 
natural  consequence. 

The  trying  point  is  now  past.  One  after  another 
will  follow  the  example  of  the  first,  and  read  the 
sentences  as  they  are  written,  independent  of  aid 
from  the  teacher.  The  child  will  indicate  that  he 
has  read  the  sentence  by  raising  his  hand,  and  then, 
when  permission  is  given,  by  selecting  the  proper 
object  and  "  making  it  true,"  as  the  children  express 
it,  and  by  reading  the  sentence  aloud  with  the  object 
in  hand. 


PRELIMINARY    EXERCISES.  31 

An  emulation  will  probably  be  excited,  and  each 
child  will  try  to  be  the  first  to  read.  This  may  lead 
to  guess-work  on  the  part  of  the  child,  which  the 
teacher  will  at  once  try  to  repress.  The  raising  of 
the  hand  should  be  permitted  only  when  the  sentence 
has  been  read  and  the  thought  understood. 

It  is  an  easy  matter  to  raise  a  false  enthusiasm, 
indicated  by  raising  the  hand,  snapping  the  fingers, 
rising  from  the  seat,  and  various  exclamations. 
These  manifestations  should  be  repressed,  and  that 
real  enthusiasm  stimulated  which  comes  from  certain- 
ty of  results. 

"When  a  child  reads  a  sentence  from  the  board,  he 
should  indicate  it  by  the  pointer.  At  first  the  pupil 
will  probably  switch  the  pointer  across  the  sentence 
and  read  it  hurriedly  at  the  same  moment.  These 
are  symtoms  of  natural  and  healthful  action,  indicat- 
ing that  the  thought  is  in  the  mind,  and  that  the 
sentence  is  the  unit  of  expression.  The  motion 
and  utterance  are  simply  in  obedience  to  the  impulse 
to  speak  the  sentence  as  a  unit.  A  little  experience 
will  serve  to  correct  all  that  needs  correction. 

Tariety  in  Expression.  In  using  the  first  form 
of  the  sentence,  as,  "  I  have  a  book,"  and  changing 
the  object,  the  tendency  on  the  part  of  the  pupils 
will  be  to  look  only  to  the  final  word  to  determine 


32  THE   SENTENCE   METHOD. 

the  sentence.  This  should  be  corrected  by  changing 
the  subject  as  well. 

In  the  next  changes,  follow  the  order  of  the  First 
Step,  introducing  cautiously  the  common  pronouns, 
adjectives,  verbs,  prepositions  and  conjunctions.  The 
names  of  the  members  of  the  class  and  the  numer- 
als up  to  ten  should  be  early  introduced.  For  sug- 
gestive lists,  see  explanation  under  First  Steps. 

Words  are  always  used  in  their  connections  and 
made  familiar  by  repetition  in  the  expression  of  vari- 
ous shades  of  thought. 

Analysis.  Soon  after  children  begin  to  read  sen- 
tences, it  will  be  found  that  they  recognize  individual 
words.  From  the  study  of  a  sentence  as  a  whole 
they  have  discovered  the  elements  or  words  of  which 
the  sentence  is  composed. 

The  use  the  child  makes  of  the  words  at  this  time 
is  peculiar.  He  evidently  recognizes  them,  but  has 
no  impulse  to  pronounce  them  separately,  or  at  all, 
until  the  sense  is  complete  in  his  own  mind.  Ifr 
when  the  sentence  is  written,  a  strange  word  be  pres- 
ent, he  will  make  no  effort  to  read  any  part  of  it. 
When  the  unknown  word  is  explained  and  the  sense 
thereby  made  complete  he  will  read  naturally  and 
without  hesitation. 

This  is  a  most  healthful  indication,  and  is  a  sure 
guide  to  the  teacher  in  regard  to  the  steps  to  be 


PRELIMINARY    EXERCISES.  33 

taken.  It  points  out  the  exact  difficulty  which  the 
child  encounters,  and  enables  the  teacher  to  remove 
the  difficulty  with  the  greatest  economy  of  time  and 
energy.  The  introduction  of  new  words  is  placed 
entirely  within  the  control  of  the  teacher,  and  the 
vocabulary  of  the  pupil  may  be  extended  in  any 
desirable  direction.  Care  must  be  taken  that  the 
more  active  pupils  do  not  monopolize  the  time,  de- 
priving the  other  members  of  the  class  of  their  share 
of  the  benefits. 

As  words  become  recognized  as  such,  and  their 
meaning  understood  from  their  office  in  the  sentence, 
it  may  be  well  to  write  them  upon  a  section  of  the 
board  set  apart  for  that  purpose,  so  that  the  pupils 
may  refer  to  them  in  their  constructive  work,  and  be 
sure  of  the  correct  forms.  These  lists  are  for  refer- 
ence and  no  other  purpose. 

Writing.  Early  in  this  step  some,  if  not  all,  of 
the  children  will  have  the  impulse  to  write.  This 
should  be  encouraged.  The  first  efforts  will  be  di- 
rected to  copying  what  they  see  written  upon  the 
board,  but  as  the  thought  expressed  is  present  in  their 
minds  they  are  in  reality  writing  to  express  their 
thoughts.  The  first  productions  will  of  necessity  be 
rude,  but  by  a  few  judicious  hints  their  muscles  will 
be  brought  under  proper  control,  principally  through 
their  own  exertions. 


34:  THE    SENTENCE    METHOD. 

The  slates  should  be  ruled  to  serve  as  a  guide  to 
the  size  of  the  letters.  A  few  directions  may  be 
given  in  regard  to  holding  the  pen,  the  slant  and 
size  of  letters,  but  not  enough  to  distract  the  atten- 
tion of  the  pupil  from  the  thoughts  he  is  endeavoring 
to  express.  In  this  way  the  children  may  attain 
great  excellence  in  writing  at  an  early  period,  and  at 
the  same  time  their  penmanship  will  be  as  markedly 
^  individual  as  their  faces. 

Letters.  While  directing  the  writing  the  teacher 
will  speak  of  the  letters  as  though  they  were  known 
to  tHe  pupils,  showing  the  size  of  the  m's,  t's,  1's, 
etc.,  and  it  will  soon  be  discovered  that  the  pupils 
can  distinguish  the  letters  and  name  them.  This 
end  has  been  accomplished  without  calling  direct  at- 
tention to  them,  and  by  the  operation  of  the  same 
mental  laws  that  caused  them  to  distinguish  words. 

Constructive  Work.  One  of  the  most  important 
educational  ends  is  the  ability  to  express  thought 
I/  clearly  and  fluently  in  writing.  By  the  method  here 
given  the  pupils  early  acquire  this  ability,  and 
though  the  thoughts  at  first  are  simple,  the  mode  of 
expressing  them  may  be  made  perfect.  Writing 
compositions  is  made  as  natural  and  easy  as  conversa- 
tion, and  the  practice  of  reading  compositions  will 
make  true  intellectual  reading  more  easy  and  certain. 


PRELIMINARY    EXERCISES.  35 

Criticism.  By  this  method,  drill  as  it  is  common- 
ly practised  is  entirely  dispensed  with.  The  thought 
is  the  first  object  of  attention,  and  if  this  be  clear, 
the  expression  will  be  natural  and  correct.  Any  ob- 
scurity, either  from  the  use  of  a  new  word,  from  the 
construction  of  the  sentence,  or  from  not  understand- 
ing the  relations  expressed,  will  manifest  itself  in  the 
inability  of  the  child  to  read,  or  in  his  giving  expres- 
sion to  a  different  thought. 

The  effort  of  the  teacher  in  such  cases  must  be  di- 
rected to  clearing  up  the  thoughts.  If  the  word  is 
new  and  the  idea  familiar,  calling  attention  to  the 
idea  will  suggest  the  word  or  its  equivalent.  If  the 
idea  and  the  word  are  both  new,  the  teacher  must 
first  develop  the  idea,  creating  in  the  mind  of  the 
child  the  necessity  for  the  word,  and  then  give  the 
word.  The  custom  of  spending  much  time  in  "  fish- 
Ing  for  words"  from  the  child  is  an  absurd  one. 
When  the  idea  is  fully  developed,  the  word  should 
promptly  be  given,  so  that  the  two  may  be  associated 
together. 

It  is  very  easy  to  destroy  the  independence  of  the 
pupils  and  substitute  mechanical  for  intellectual  read- 
ing, by  the  teacher's  reading  for  the  children  to  imi- 
tate and  by  concert  reading.  Both  should  be  avoided. 


CHAPTER  III. 


FF(OM 

In  the  exercises  so  far,  the  end  in  view  has  been  to- 
prepare  the  child  to  enter  upon  the  work  of  reading 
from  the  printed  page.  If  the  work  indicated  has 
been  well  done,  the  piipil  has  acquired  considerable 
power  of  thought  and  expression  ;  he  has  learned  to 
regard  the  completed  sentence  as  the  expression  of 
thought,  and  as  having  no  significance  unless  the 
thought  is  understood ;  he  has  learned  to  read  readily 
what  is  written,  and  he  has  acquired  a  considerable 
skill  in  the  expression  of  his  own  thoughts,  by  crayon, 
and  pencil.  If  this  has  been  accomplished,  he  will 
have  little  difficulty  in  changing  from  written  to 
printed  matter. 

Steps  in  Transition.  Let  the  pupils  look  over 
some  printed  sentence  made  up  of  familiar  words, 
and  expressing  a  familiar  thought,  and  if  they  expe- 
rience any  considerable  difficulty  in  gaining  the 
thought  from  the  sentence,  it  will  show  that  they  are 
not  ready  for  the  change,  and  that  written  work 
should  be  continued. 


READING   FKOM   BOOKS.  37 

When  the  time  arrives  for  the  transition,  the 
-teacher  should  select  some  easy  lesson,  and  carefully 
examine  it  to  find  the  words  that  the  pupils  will 
//  probably  not  know.  These  words  are  then  to  be 
made  the  basis  of  blackboard  exercises  in  which  their 
memory  is  developed,  and  they  are  used  in  the  ex- 
pression of  thought  by  the  pupils.  In  a  familiar, 
conversational  way,  the  teacher  may  excite  an  inter- 
est in  the  subject  of  the  story,  taking  care  not  to  tell 
the  details  so  as  to  deprive  the  reading  of  the  interest 
which  comes  from  the  new  ideas  obtained. 

The  books  are  put  into  the  hands  of  the  children 
after  they  are  assembled  in  class.  Let  all  the  mem- 
bers of  the  class  look  at  the  first  sentence,  and  when 
ready  let  each  one  raise  his  hand.  Should  a.  familiar 
word  not  be  recognized  in  its  printed  form  the 
teacher  will  write  it  on  the  board. 

When  all  are  ready  the  teacher  will  call  upon  one 
"  to  tell  what  the  book  .says."  The  sentence  will 
probably  be  correctly  read.  If  mistakes  are  made  in 
the  reading,  it  will  be  because  the  pupil  does  not  un- 
derstand the  sentence.  Proceed  in  the  same  manner 
with  each  sentence  to  the  end  of  the  lesson. 

If  the  class  be  large,  the  lesson  may  be  read  a  sec- 
ond time  by  other  members  of  the  class,  but  care 
should  be  taken  that  the  pupils  do  not  learn  the  les- 
son by  rote,  and  so  repeat  it  without  understanding. 


38  THE    SENTENCE   METHOD. 

Intelligence  is  the  key  to  good  work,  and  should  be- 
the  sole  guide  to  expression. 

General  Preparation.  It  will  require  but  few 
lessons  to  make  the  transition  from  the  board  and 
slate  exercises  to  the  book.  When  this  is  made  and  the 
pupils  are  able  readily  to  read  the  printed  words,  the 
regular  work  for  preparing  each  reading  lesson  should' 
be  in  the  following  order  : 

First — As  in  the  transition  exercises,  the  teacher 
will  become  familiar  with  the  lesson  beforehand,  and 
will  give  the  books  to  the  children  after  they  are  ar- 
ranged in  class.  This  is  to  assure  freshness  of 
thought  in  the  lesson  read. 

Second — The  pupils  will  look  over  the  lesson  for 
unfamiliar  words,  and  will  indicate  them  to  the 
teacher.  As  the  object  of  the  exercise  is  to  gain  the- 
thought,  new  words  must  first  become  known. 

Third — The  pupils  will  then  close  their  books,  and 
the  teacher  will  develop  the  meaning  of  each  word 
by  questions  and  familiar  conversation. 

Fourth — The  pupils  will  use  the  new  words  in  the 
construction  of  sentences,  each  one  expressing  a 
familiar  thought.  This  kind  of  exercise  has  already 
become  familiar  to  the  pupils  in  their  previous  work. 

Fifth — The  new  words,  as  their  ideas  are  devel- 
oped, will  be  written  upon  the  board,  so  that  the- 
pupils  may  become  familiar  with  their  written  forms., 


READING   FROM   BOOKS.  39 

As  each  word  is  written  it  will  be  seen  that  the 
pupils  will  carefully-  scrutinize  it,  as  though  it  was  an 
object  of  interest. 

Sixth — Pupils  look  over  each  sentence  carefully 
to  see  if  they  can  understand  the  thought  expressed. 
In  case  they  do  not,  the  teacher  will  develop  and 
explain  it. 

Seventh — The  pupil  reads.     As  the  words  are  all 
known  and  the  thoughts  understood  before  the  pupil 
tries   to   read   aloud,  his   reading   will   probably    be  i/ 
natural  and  correct. 

Penmanship.  The  writing,  begun  with  the  board 
exercises,  will  be  continued  after  the  books  are  in- 
troduced. The  impulse  to  write  comes  from  the 
desire  to  express  thought  to  the  eye,  and  skill  in 
the  use  of  the  pencil  or  pen  is  acquired  under  this 
stimulus.  With  the  mechanic,  the  impulse  which 
controls  his  muscles  and  gives  direction  and  force  to 
his  action,  is  the  end  to  be  accomplished.  The 
knowledge  of  his  tools  is  acquired  indirectly  and 
incidentally  while  using  them.  To  withdraw  his  at- 
tention from  the  work  and  fix  it  upon  the  tools 
would  be  fatal  to  the  work.  So  with  the  penman- 
ship of  the  child.  It  should  be  acquired  incidentally 
in  the  endeavor  to  express  thought ;  and  turning  the 
direct  attention  from  the  thought  to  the  writing,  will 
be  fatal  to  the  highest  success  in  writing.  Intellect- 


4:0  THE    SENTENCE    METHOD. 

ually,  it  would  change  a  pleasing  occupation  into 
a  mechanical  and  onerous  task. 

As  the  child  learns  the  use  of  speech  long  before 
he  learns  the  grammatical  rules  that  govern  speech, 
so  he  learns  practically  how  to  express  his  thoughts 
in  writing  long  before  he  is  in  a  condition  to  be 
benefited  by  the  rules  of  penmanship.  A  few  gener- 
al hints  may  be  given  from  time  to  time,  as  indicated 
in  the  Third  Step,  but  the  pupil's  progress  will  de- 
pend upon  the  amount  of  practice  which  he  has  in 
the  direction  pointed  out.  By  this  practice,  his 
muscles  are  brought  gradually  under  control,  imper- 
fections are  eliminated,  and  the  habit  of  correct 
writing  is  formed. 

Composition.  The  first  lesson  which  the  child 
received  was  in  the  formation  and  expression  of 
thought,  which  was  in  reality  oral  composition.  As 
soon  as  he  acquires  the  ability  to  write  legibly  from 
copying  the  work  from  the  board,  he  will?  begin  to 
change  his  oral  compositions  into  written  ones.  This 
constructive,  written  work  will  follow  the  same  order, 
and  accompany  step  by  step  the  oral  work  already 
indicated.  These  first  compositions  furnish  excellent 
reading  lessons,  for  no  two  being  alike  one  reads  for 
the  information  of  the  others,  conforming  to  the 
practice  in  real  life. 

Like  all  the  other  exercises  in  language,  composi- 


READING   FROM   BOOKS.  41 

tion  must  not  be  taught  directly,  but  success  in  it 
is  attained  incidentally  in  the  endeavor  to  express 
thought.  The  ability  of  a  child  to  use  words  cor- , 
rectly  in  oral  or  written  composition  is  the  only  sure 
test  of  his  understanding  them.  It  requires  far  less 
familiarity  with  language  to  read  mechanically,  than 
it  does  to  use  the  same  language  in  the  expression  of 
our  own  thoughts. 

Subject-Matter.  The  first  lesson  will  be  in  con- 
nection with  objects,  as  was  given  in  the  First  Steps 
in  reading.  Next  objects  may  be  described.  Then 
as  new  words  are  found,  each  one  will  be  used  in  the 
expression  of  a  thought  and  in  the  construction  of  a 
.sentence. 

The  child  may  next  be  called  upon  to  relate  what 
has  happened  to  him  during  the  day,  the  incidents  of 
a  walk,  or  a  play,  or  what  he  saw  on  his  way  to 
.school.  The  teacher  may  tell  a  story  or  read  some- 
thing from  a  book,  which  the  pupils  will  reproduce. 
The  children  may  bring  their  own  little  books,  and 
each  one  may  read  a  story  which  the  others  will  re- 
produce. In  these  latter  exercises  another  important 
•educational  interest  is  served  ; — the  pupils  are  taught 
to  listen  to  what  is  said,  and  to  repeat  accurately 
what  they  heard. 

Spelling.  In  this  course  no  place  is  given  to  dis- 
tinctive spelling  lessons,  as  it  is  believed  that  such 


42  THE    SENTENCE   METHOD. 

lessons  are  productive  of  little   else  than  mischief. 

Nearly  all  the  real  study  of  the  child  involves 
spelling  as  a  necessary  incident.  If  the  forms  of 
words  which  he  has  always  seen  are  correct,  the 
forms  which  he  reproduces  will  also  be  correct.  To 
him  a  misspelled  word  is  either  no  word  at  all,  or  an 
unknown  element  to  be  learned  like  other  new  words. 
The  misspelled  word  is  not  recognized  as  expressing 
the  idea  of  the  correctly  spelled  one.  The  child  reads 
with  his  eye,  and  while  reading  is  not  conscious  of 
the  sounds  of  words.  In  the  endeavor  to  express  the 
thought  in  writing,  his  hand  responds  to  the  impulse 
which  the  thought  gives,  and  in  the  way  it  was  given. 
As  the  thought  was  occasioned  by  form,  speaking  to- 
the  eye,  it  will  of  necessity  be  reproduced  in  the 
same  form.  Good  spelling  is  the  result. 

Oral  Elements.  When  oral  spelling  is  practised, 
a  disturbing  element  is  introduced.  The  attention  is 
partially  diverted  from  the  forms  of  the  words  to  the 
names  of  the  letters  that  compose  them,  and  language, 
which  should  be  used  as  a  medium  of  thought,  be- 
comes the  object  of  thought.  The  written  and 
printed  page  is  deprived  of  its  distinctive  character  of 
being  a  direct  representative  of  thought ;  the  written 
words  must  be  translated  into  spoken  words  through 
the  medium  of  letters ;  and  thus  a  direct  barrier  is 
interposed  between  the  mind  of  the  child  and  the 


BEADING    FROM    BOOKS.  4& 

thoughts  contained  in  the  lesson.  This  result  is,  of 
course,  antagonistic  to  the  eye  and  thought  reading 
which  is  here  advocated. 

The  phonic  analysis  of  words  should  have  no  place 
in  the  primary  schools.  Until  the  habits  of  thought 
reading  and  correct  spelling  are  well  established, 
such  analysis  is  a  positive  evil.  It  makes  the  child 
conscious  of  the  oral  element  of  words,  and  as  these 
do  not  correspond  with  the  written  elements,  a 
double  evil  ensues:  the  mind  has  become  directly 
conscious  of  language  which  it  should  use  uncon- 
sciously or  nearly  so  ;  and  it  introduces  a  new  set  of 
elements  antagonistic  to  the  ones  used  in  the  graphic 
expression.  The  habitual  action  of  the  muscles  coin- 
ing from  one  stimulus,  upon  which  good  spelling  de- 
pends, is  directly  interfered  with  by  another  stimulus 
which  urges  to  different  results.  The  antagonism  is 
radical  and  irreconcilable,  and  bad  spelling  must  re- 
sult. The  reason  for  the  early  introduction  of  the 
phonic  element : — the  securing  of  correct  pronuncia- 
tion, may  be  accomplished  in  another  way.  The 
pupils  should  be  required  to  pronounce  their  words 
slowly,  so  as  to  give  each  sound  its  proper  force,  and 
here  imitation  of  the  words  as  spoken  by  others  is 
the  only  way  to  secure  correct  results. 

Correcting  Mistakes.  Under  the  system  here  ad- 
vocated, mistakes  in  spelling,  in  punctuation,  in  the 


44:  THE    SENTENCE    METHOD. 

use  of  capitals,  etc.,  will  be  rare,  but  they  will  some- 
times occur.  The  teacher's  work  should  be  as  correct 
as  human  vigilance  can  make  it,  and  by  this  means 
the  pupil's  mistakes  will  be  reduced  to  a  minimum. 

The  mistakes  usually  made  in  school  are  the  result 
•of  guess-work  or  of  deliberate  judgment,  when  lan- 
.guage  has  become  a  subject  of  direct  consciousness. 
The  mistakes  made  when  this  system  is  practised  are 
the  results  of  some  distracting  element  which  has  for 
the  moment  disturbed  habitual  action.  In  the  first 
case  the  mistakes,  being  in  the  line  of  habitual  action, 
make  a  deep  impression  and  tend  to  perpetuate  them- 
selves :  in  the  second  case,  being  opposed  to  habitual 
action,  they  make  but  little  impression  and  are  easily 
eradicated. 

Upon  noticing  any  error  of  this  kind,  the  teacher 
should  at  once  erase  it,  and  substitute  the  correct 
form.  The  direct  attention  should  be  for  the  mo- 
ment turned  to  this  correct  form,  and  the  pupil 
should  write  the  word  several  times  to  make  the 
impression  deeper.  This  is  one  of  the  rare  instances 
where  the  direct  attention  may  be  profitably  diverted 
irom  the  thought  to  the  expression.  The  sooner  the 
-object  is  accomplished  and  the  attention  again  turned 
to  the  thought,  the  better  for  the  pupil.  The  error 
-should  never  be  brought  into  prominence,  and  if  it 


READING   FROM    BOOKS.  45 

can  be  erased  before  the  pupil  has  discovered  it,  all 
the  better. 

If  a  child  is  in  doubt,  he  should  indicate  it,  and 
the  teacher  should  .supply  the  correct  form.  The 
reason  for  this  is  obvious.  The  doubt  has  arrested 
habitual  action,  and  made  the  word  or  phrase  the 
object  of  direct  attention.  If  left  without  assistance, 
the  mind  must  exercise  a  judgment  without  the  ele- 
ments upon  which  a  correct  judgment  can  be  based, 
and  the  chances  are  about  even  that  a  mistake  will 
be  made. 

A  mistake  occuring  under  such  circumstances  will 
make  a  deep  impression,  and  will  tend  still  further  to 
disturb  habitual  action,  becoming  the  parent  of  nu*- 
merous  future  mistakes.  Constant  practice  under 
judicious  direction  is  the  only  way  to  secure  the 
highest  and  best  results. 

Reading  Matter.  A  great  difficulty  is  experi- 
enced in  obtaining  a  sufficient  supply  of  appropriate 
reading  matter.  The  book  given  to  any  class  should 
be  within  their  comprehension,  and  it  should  be  read 
through,  or  such  parts  of  it  as  are  found  interesting. 
An  ordinary  first  or  second  reader  will  last  but  a  few 
weeks,  and  hence  there  should  be  in  every  school 
several  such  readers,  or  some  equivalent  reading 
matter. 

By  the  exercise  of  judgment  and  tact,  the  teacher 


46  THE   SENTENCE   METHOD. 

may  be  able  to  secure  several  such  readers  for  use, 
and  as  an  important  part  of  the  reading  exercise  is 
for  the  pupils  to  learn  to  listen,  it  is  not  strictly 
necessary  that  each  member  of  the  class  be  supplied 
with  the  same  book.  A  single  copy  of  a  book  may 
be  passed  from  hand  to  hand,  and  in  this  way  not 
only  may  the  text-books  be  utilized,  but  story-books 
which  the  children  have  at  home  may  be  used  with 
profit.  From  this  variety  in  reading,  supplementing 
observation,  the  materials  are  gained  for  any  amount 
of  composition  in  the  form  of  constructive  and 
reproductive  work. 

In  general,  children  should  be  induced  to  read 
what  they  desire  to  know,  and  what  is  worth  know- 
ing, and  for  the  purpose  of  knowing.  Hence,  all 
through  the  course  silent  reading,  followed  by  repro- 
duction, should  receive  special  attention.  A  story  or 
sketch  may  be  passed  from  child  to  child  and  read 
silently,  and  then  reproduced  in  writing.  Sometimes 
it  may  be  reproduced  orally,  and  indeed  oral  and 
written  exercises  should  be  constantly  intermingled, 
so  that  children  may  become  equally  proficient  in 
both  forms  of  expression. 

Economies.  It  will  be  seen  that  reading,  writing, 
spelling,  and  composition  are  simultaneous  operations 
by  this  method,  and  that  all  are  subordinated  to  the 
thought  gained  and  expressed.  In  this  way  much 


READING    FROM    BOOKS.  47 

time  is  gained,  and  the  multitude  of  classes  in  un- 
graded schools  is  diminished.  These  subjects  are  all 
related  to  each  other,  and  are  dependent  upon 
thought ;  and  to  treat  them  separately  is  to  destroy 
this  relation  and  dependence. 

Again,  by  this  method  these  subjects  are  all  taught 
incidentally.  To  teach  them  separately  and  directly 
is  to  deprive  written  language  of  its  legitimate  func- 
tion of  being  a  direct  representation  of  thought. 

General  Suggestions.  Too  much  stress  cannot 
be  laid  upon  the  importance  of  careful  and  correct 
work  on  the  part  of  the  teacher.  Children  at  this 
early  age  are  confiding,  and  are  ready  to  take  what 
the  teacher  has  to  give,  "  Bread  or  stones  "  are  re- 
ceived with  equal  trustfulness.  At  the  same  time 
they  are  easily  confused,  and  ill-directed  teaching  ap- 
pears in  a  slovenly  recitation. 

The  teacher  must  not  be  anxious  for  immediate  re- 
sults. Anxiety  in  this  direction  is  a  constant  tempta- 
tion to  adopt  those  specious  methods  by  which 
apparent,  rather  than  real  progress  is  made.  The 
letter,  word,  or  phonic  method  will  each  day  accom- 
plish certain  specific  results,  which  can  be  weighed 
and  measured.  Teachers,  parents  and  friends  see 
this,  and  are  satisfied.  But  the  results  leave  little 
impress  of  true  mental  growth.  Naming  letters  and 
words,  no  matter  in  what  order,  and  remembering 


48  THE    SENTENCE    METHOD. 

them,  is  not  necessarily  reading.  The  thought  must 
be  reached,  and  everything  else  must  be  subordinated 
to  this  end. 

The  child  learns  oral  speech  by  degrees,  adding 
word  after  word  to  his  vocabulary,  as  its  necessity  is 
felt  in  expressing  his  own  thought.  Each  new 
thought  and  new  expression  is  assimilated  by  use. 
In  reading  and  writing,  the  same  law  holds.  New 
elements  should  be  introduced  no  faster  than  they 
can  be  made  familiar  by  use.  The  expression  follows 
the  thought.  In  this  way  the  mind  of  the  pupil 
grows  by  receiving  its  proper  aliment,  and  the  power 
of  expression  increases  with  each  new  acquisition  of 
thought. 

In  this  process  time  is  an  important  element.  An 
effort  to  cram  defeats  its  own  ends.  Hurry  retards. 
Crowding  the  memory  with  words  weakens  it  for 
thought.  Filling  the  mind  with  the  forms  of  lan- 
guage that  convey  no  thought,  is  like  filling  the 
stomach  with  husks, — no  digestion  follows.  Worse 
than  this,  the  mind  overburdened  with  this  crude 
material  loses  all  power  and  inclination  for  real  work. 

The  time  necessary  for  each  step  cannot  be  pre- 
cisely given,  as  it  must  vary  with  the  capacity  of  the 
pupils,  the  tact  of  the  teacher,  and  various  conditions 
of  the  school.  The  pupils  should  not  be  advanced 
from  the  "  first  step  "  until  they  are  able  to  give  oral 


READING    FROM    BOOKS.  49 

expression  to  any  well  defined  thought  without  hesi- 
tation. The  average  time  for  this  will  be  about  one 
month.  The  "Second  Step"  will  require  but  few  les- 
sons. Its  objects  should  be  accomplished  in  a  week. 

In  the  "  First  Step  "  the  practice  of  allowing  the 
children  to  construct  the  concrete  relations,  or,  as 
they  term  it,  "  make  true  "  the  thought  before  read- 
ing it,  should  be  continued  several  weeks.  This  ex- 
ercise, more  than  any  other,  arouses  activity,  both 
physical  and  mental,  and  excites  a  permanent  interest 
in  the  work.  The  average  time  for  accomplishing  all 
the  work  of  the  "  Third  Step "  will  be  about  two 
months,  giving  three  months  for  the  preliminary  ex- 
ercises before  books  are  introduced. 

When  the  children  read  a  sentence  that  cannot  be 
literally  illustrated,  they  should  feel  that  it  is  true  in 
thought,  and  here  comes  in  the  exercise  of  the  imag- 
ination. In  the  development  and  culture  of  this  fac- 
ulty, the  teacher  may  find  some  difficulty.  With 
their  limited  experience,  children  with  active  imagi- 
nations have  not  learned  to  distinguish  between  out- 
ward facts  and  thoughts  which  exist  only  in  their 
own  minds.  This  want  af  discrimination  is  often 
mistaken  for  moral  delinquency.  The  remedy  is 
found  in  the  close  observation  of  objects  and  facts 
and  the  literal  descriptions  which  follow  such  obser- 


50  THE    SENTENCE   METHOD. 

vations.     Making  sentences  "true"  is  one  of  these 
corrective  exercises. 

A  very  common  mistake  should  be  carefully  avoid- 
ed, and  that  is  the  endeavor  to  fill  the  mind  with  the 
matured  and  condensed  results  of  scientific  investiga- 
tion. True  education  is  a  growth.  The  knowledge 
upon  which  the  mind  feels  must  be  assimilated. 
This  knowledge  must  be  administered  in  such  pro- 
portions and  under  such  conditions  as  will  best 
promote  assimilation.  The  effort  to  cram  ideas  is 
as  fatal  as  that  of  cramming  words.  The  reason- 
ing processes  of  maturity  do  not  belong  to  child- 
hood. The  true  education  does  not  deal  so  much 
in  the  results  of  scientific  discovery  as  in  its 
methods.  These  methods  are :  first,  the  observation 
of  objects,  by  which  facts  are  obtained,  and  the  ob- 
serving powers  cultivated ;.  second,  the  expression  of 
these  facts  in  oral  and  written  language,  by  which 
process  the  facts  become  clearly  defined  and  perma- 
nently retained ;  third,  the  observation  of  relations, 
by  which  comparisons  and  generalizations  are  made, 
and  general  principles  reached ;  and  fourth,  the  ap- 
plication of  these  principles,  by  which  the  more 
subtle  relations  are  discovered  and  the  reasoning 
powers  are  fully  developed.  To  reverse  this  process 
and  commence  with  the  reasoning,  would  be  equiva- 
lent to  laying  upon  the  [shoulders  of  children  the  bur- 


READING   FROM   BOOKS.  51 

<lens  of  mature  manhood.  No  matter  with  how 
much  care  this  may  be  done,  or  what  may  be  the  ap- 
parent immediate  results,  the  permanent  result  is  dis- 
tortion and  deformity. 


THE  SCHOOL  BULLETIN  PUBLICATIONS. 

Instruction  in  Citizenship. 

1.  Civil  Government  for  Common  Schools,  prepared  as  a  manual  for 
public  instruction  in  the  State  of  New  York.  To  which  are  appended  the 
Constitution  of  the  State  of  New  York  as  amended  at  the  election  of  1882 
the  Constitution  of  the  United  States,  and  the  Declaration  of  Independence' 
etc.,  etc.  BY  HENRY  C.  NOKTHAM.  16mo,  cloth,  pp.  185.  75  cts. 

Is  it  that  this  book  was  made  because  the  times  demanded  it,  or  that  the 
publication  of  a  book  which  made  the  teaching  of  Civil  Government  practi- 
cable led  to  a  general  desire  that  it  should  be  taught  ?  Certain  it  is  that  this 
subject,  formerly  regarded  as  a  "finishing"  branch  in  the  high  school,  is 
now  found  in  every  teacher's  examination-paper,  and  is  commonly  taught  in 
district  schools.  Equally  certain  is  it  that  in  the  State  of  New  York  this 
text-book  is  used  more  than  all  others  combined.  The  Regents'  Report  for 
1886  shows  that  the  number  of  academies  using  it  increased  annually  from 
its  publication  in  1877  as  follows  •  5, 19, 30,  47, 58,  63,  69,  77;  while  it  is  the  only 
book  that  has  entered  the  common  country  schools.  The  edition  of  1887  is 
printed  from  entirely  new  plates,  with  information  revised  to  date. 

S.  A  Chart  of  Civil  Government.  Sheet  12x18,  5  cts.  The  same  folded, 
in  cloth  covers,  25  cts. 

Schools  using  Northam's  Civil  Government  will  find  this  chart  of  great 
use,  and  those  not  yet  ready  to  introduce  a  text-book  will  be  able  to  give  no 
little  valuable  instruction  by  the  charts  alone.  Some  commissioners  have 
purchased  them  by  the  hundred  and  presented  one  to  every  school  house  in 
the  county. 

3.  Handbook  for  School  Trustees.  A  manual  of  School  Law  for  School 
Officers.  Teachers,  and  Parents  in  the  State  of  New  York.  By  HERBERT 
BROWNELL.  16mo,  leatherette,  pp.  64.  35  cts. 

This  is  a  specification  of  the  general  subject,  presenting  clearly,  defi- 
nitely, and  with  references,  important  questions  of  School  Law.  Particular 
attention  is  called  to  the  chapters  treating  of  schools  under  visitation  of  the 
Regents— a  topic  upon  which  definite  information  is  often  sought  for  in  vain, 

A,  Common  ScJwol  Law  for  Common  School  Teachers.  A  digest  of  stat- 
ute and  common  law  as  to  the  relation  of  the  Teacher  to  the  Pupil,  the  Par- 
ent, and  the  District.  With  400  references  to  legal  decisions  in  21  different 
States.  By  C.  W.  BARDEEN.  16mo,  cloth,  pp.  188.  50  cts. 

This  has  been  for  twelve  years  the  standard  authority  upon  the  teacher's 
relations,  and  is  frequently  quoted  in  legal  decisions. 

5.  Laws  of  New  York  relating  to  Common  Schools,  with  comments  and 
instructions,  and  a  digest  of  decisions.    8vo,  leather,  pp.  867.    $3.00. 

This  is  what  is  known  as  "  The  New  Code,"  and  contains  all  revisions  of 
the  school-law  to  date.  It  should  be  in  every  district  library. 

6.  First  Principals  of  Political  Economy.     By  JOSEPH  ALDEN.     16mo, 
cloth,  pp.  153.    75  cts. 

Ex-President  Andrew  D.  White  says  of  this  book :  It  is  clear,  well 
arranged,  and  the  best  treatise  for  the  purpose  I  have  ever  seen. "  ( 9 ) 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-  THE  S  CHO  OL  B  ULLETIN  PUBLIC  A  TIONS.  - 


The  Five  Great  English  Books. 

The  recognition  of  Teaching  as  a  Science  was  much  earlier  in  England 
than  in  this  country,  and  the  five  books  which  are  there  recognized  as  stan- 
dards, have  probably  no  equals  in  soundness  and  scope.  Hence  they  are 
usually  the  first  books  adopted  by  Reading  Circles,  and  are  indispensable  to 
-the  library  of  an  intelligent  teacher.  These  are: 

1.  Essays  on  Educational  Refoi*mers.    By  ROBERT  HENRY  QUICK.    Cloth, 
16mo,  pp.  330.    Price  $1.50:  or  special  edition,  thinner  covers,  price  $1.00. 

This  is  altogether  the  best  History  of  Education.  "  With  the  suggestion 
-that  study  should  be  made  interesting,"  writes  Principal  Morgan,  of  the  Rhode 
Island  State  Normal  School,  "we  most  heartily  agree.  How  this  may  be 
-done,  the  attentive  reader  will  be  helped  in  learning  by  the  study  of  this  ad- 
mirable book." 

2.  Outlines  of  PsycJiology,  with  special  reference  to  the  Theory  of  Education, 
By  JAMES  SULLY,  abridged  and  edited  by  J.  A.  REINHART,  Ph.D.    Cloth. 
16mo,  pp.  372.    Price  $1.50. 

This  forms  the  proper  Basis  for  the  Science  of  Education,  beginning  with 
the  mind  of  the  child,  and  giving  the  why  as  well  as  the  what.  This  edition 
has  the  special  advantage  of  references  to  other  books  on  education  most 
accessible  to  teachers. 

8.  Lectures  on  the  Science  and  Art  of  Education.  By  JOSEPH  PAYNE. 
•Cloth,  16mo,  pp.  384.  Price  $1.00. 

The  student  is  now  ready  to  take  up  the  Science  of  Education,  which  is 
nowhere  else  so  brilliantly  and  effectively  presented.  The  lectures  are  sin- 
gularly fascinating,  and  the  full  analyses  and  indexes  in  this  edition  make  it 
•easy  to  collate  aad  compare  all  that  the  author  has  uttered  upon  any  topic 


U.  The  Philosophy  of  Education,  o?*  the  Principles  and  Practice  of  Teaching. 
By  THOMAS  TATE.  Cloth,  16mo,  pp.  440.  Price  $1.50. 

This  gives  the  application  of  the  Science  to  the  Art  of  Teaching,  and  is 
without  a  rival  in  its  clear  presentation  and  abundant  illustrations.  The 
author  is  not  content  with  giving  directions.  He  shows  by  specimens  of 
class-work  just  what  should  be  done  and  may  be  done. 

5.  Introductory  Text-Book  to  School  Education,  Method,  and  School  Man- 
agement. By  JOHN  GILL.  Cloth,  16mo,  pp.  276.  Price  $1.00. 

This  supplements  the  work  of  all  the  rest  by  practical  directions  as  to 
ScJtool  Management.  Of  the  five  this  has  had  a  sale  equal  to  that  of  all  the 
Test  combined.  The  teacher's  greatest  difficulty,  his  surest  discomfiture  if 
he  f  arls,  is  in  the  discipline  and  management  of  his  school.  That  this  man- 
ual has  proved  of  inestimable  help  is  proved  from  the  fact  that  the  present 
edition  is  the  44th  thousand  printed. 

C.  W,  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Books  for  Young  Teachers. 

1.  Common  School  Law  for  Common  School  Teachers.    A  digest  of  stat- 
ute and  common  law  as  to  the  relations  of  the  Teacher  to  the  Pupil,  the 
Parent,  and  the  District.    With  400  references  to  legal  decisions  in  21  differ- 
ent States.    By  C.  W.  BARDEEN.    16mo,  cloth,  pp.  188.    50  cts. 

The  reason  why  the  teacher  should  make  this  his  first  purchase  is  that 
without  a  knowledge  of  his  duties  and  his  rights  under  the  law  he  may  fail 
either  in  securing  a  school,  in  managing  it,  or  in  drawing  the  pay  for  his  ser- 
vices. The  statute  provisions  are  remarkably,  simple  and  uniform.  The  de- 
cisions of  the  Courts,  except  upon  two  points,  here  fully  discussed,  follow 
certain  defined  precedents.  An  hour  to  each  of  the  seven  chapters  of  this 
little  book  will  make  the  teacher  master  of  any  legal  difficulty  that  may 
arise,  while  ignorance  of  it  puts  him  at  the  mercy  of  a  rebellious  pupil,  an 
exacting  parent,  or  a  dishonest  trustee. 

2.  Hand-book  for  Young  Teachers.    By  H.  B.  BUCKHAM,  late  principal  of 
the  State  Normal  School  at  Buffalo.    16mo,  cloth,  pp.  152.    75  cts. 

This  manual  thoroughly  and  completely  covers  a  ground  not  yet  trodden. 
It  is  simple,  it  is  practical,  it  is  suggestive,  it  is  wonderfully  minute  in  detail; 
in  short  it  anticipates  all  the  difficulties  likely  to  be  encountered,  and  gives 
the  beginner  the  counsel  of  an  older  f  rieud. 

3.  The  School-Room  Guide,  embodying  the  instruction  given  by  the  au- 
thor at  Teachers'  Institutes  in  New  York  and  other  States,  and  especially 
intended  to  assist  Public  School  Teachers  in  the  Practical  Work  of  the  school- 
room,   By  E.  V.  DE  GRAFF.     Thirteenth  edition^  with  many  additions  and 
corrections.    16mo.  cloth,  pp.  398.    $1.50. 

This  book  bears  the  same  relation  to  modern  teaching  that  Page's  Theory 
and  Practice  bore  to  the  teaching  thirty  years  ago.  As  distinguished  from 
others  of  the  modern  standards,  it  is  a  book  of  Methods  instead  of  theories. 
It  tells  the  teacher  just  what  to  do  and  how  to  do  it;  and  it  has  proved  more 
practically  helpful  in  the  school-room  than  any  other  book  ever  issued. 

U<  Mistakes  in  Teaching.  By  JAMES  L.  HUGHES.  16mo,  cloth,  pp.  135. 
50  cts. 

The  very  fact  that  the  subjects  are  here  treated  in  a  manner  somewhat 
disconnected  makes  the  book  convenient  for  a  casual  glance,  and  exceedingly 
suggestive.  More  than  15,000  have  been  used  in  the  county  institutes  of 
Iowa,  and  elsewhere  superintendents  often  choose  this  book  for  their  less 
thoughtful  teachers,  assured  that  its  pungent  style  and  chatty  treatment  will 
arrest  attention  and  produce  good  results. 

5.  How  to  Secure  and  Retain  Attention.    By  JAMES  L.  HUGHES.    16mo,. 
cloth,  pp.  97.    50  cts. 

This,  touches  attractively  and  helpfully  upon  the  first  serious  difficulty 
the  teacher  encounters.  No  young  teacher  should  neglect  these  hints. 

6.  Primary  Helps.    A  Kindergarten  Manual  for  Public  School  Teachers. 
By  W.  N.  HAILMANN.    8vo,  boards,  pp.  58,  with  15  full-page  colored  plates. 

In  these  days  no  primary  teacher  can  afford  to  be  ignorant  of  "  The  New 
Education,"  and  this  is  perhaps  the  only  volume  that  makes  kindergarten 
principles  practically  available  in  public  schools.  ( 8 ) 

C.  W.  BARDEEN,  Publisher,  Syracuse,  K.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


The  School  Eoom  Classics. 

Under  the  above  title  we  have  published  a  series  of  Monographs  upon 
Education,  as  follows,  all  16mo,  in  paper,  at  15  cts.  each. 

1.  Unconscious  Tuition.    By  Bishop  HUNTINGTON.    Pp.  45. 

"  There  is  probably  nothing  finer  in  the  whole  range  of  educational  lit- 
erature."— Ohio  Educational  Monthly. 

It  cannot  be  read  without  a  wholesome  self -weighing,  and  a  yearning 
which  developes  true  character. "—  The  Schoolmaster,  Chicago. 

"  I  heard  the  lecture  the  first  delivery  and  afterwards,  and  have  read  it 
many  times,  and  I  thank  the  author  of  it  every  tune  I  read  it.  I  sent  the 
book  to  many  of  our  missionaries  in  many  parts  of  the  world,  and  have  re- 
ceived the  thanks  of  many."— CHARLES  HUTCHINS,  late  General  Business 
Agent  of  the  American  Board  of  Commissioners  for  Foreign  Missions,  [1300 
copies  have  been  ordered  by  him  for  distributing  among  missionaries.] 

2.  The  Art  of  Questioning.    By  J.  G.  FITCH.    Pp.  36. 

"  Mr.  Fitch  is  happily  inside  his  subject,  and  as  clear  as  a  bell."—  Chris- 
tian Eegister. 

3.  The  Philosophy  of  School  Discipline.    By  JOHN  KENNEDY.    Pp.  23. 
"Clear  and  logical,  and  goes  down  to  the  very  foundation,"—  Utica 

Herald. 

k.    The  Art  of  Securing  Attention.    By  J.  G.  FITCH.    Pp.  43. 

"  Perhaps  I  overestimate  Fitch's  works,  but  I  fail  to  find  in  the  state- 
ment of  any  other  educational  writer  a  juster  comprehension  of  the  needs 
and  difficulties  of  both  teacher  and  pupil,  or  more  common  sense  put  into 
neater,  clearer  style."—  The  Student,  Philadelphia. 

5.  Learning  and  Health.    By  B.  W.  EICHARDSON.    Pp.  39. 

"  A  timely  topic,  ably  treated."— N.  E.  Journal  of  Education. 

"  Certainly  worth  many  times  its  weight  in  gold."— Eclectic  Teacher. 

6.  The  New  Education.    By  J.  M.  W.  MEIKLEJOHN.    Pp.  35. 

*'  Absolutely  the  best  summary  we  have  seen  of  the  doctrines  of  Frcebel 
in  their  present  development."— -ZV.  Y.  School  Journal. 

7.  A  Small  Tractate  of  Education.    By  JOHN  MILTON.    Pp.  26. 

"Far  more  important  in  the  literature  of  the  subject  than  the  treatise 
of  Locke."— Encyclopaedia  Brittanica. 

8.  The  School  Work-Shop.    By  Baroness  VON  MARENHOLZ  BUELOW,  trans- 
lated by  Miss  BLOW.    Pp.  27. 

"  In  this  treatise  the  kindergarten  view  of  Industrial  Education  receives 
its  best  exemplification."— JV.  E.  Journal  of  Education. 

9.  Sex  in  Mind  and  in  Education.    By  HENRT  MAUDSLEY.    Pp.  42. 

"A  masterly  treatment  of  a  delicate  subject."— JV.  E.  Journal  of '  Edu* 
ation. 

THE  NINE  SENT  TO  ANY  ADDRESS  FOR  ONE  DOLLAR.  (10) 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN"  PUBLICATIONS.- 


Helps  in  Teaching  Arithmetic, 

1.  First  Steps  Among  Figures.    A  drill  book  in  the  Fundamental  Rules 
of  Arithmetic.    By  LEVI  N.  BEEBE.    Cloth,  16mo,  3  editions.    Pupils' 'Edition. 
pp.  140,  45  cts.     Oral  Edition,  pp.  139,  50  cts.     Teachers'1  Edition,  including  all 
in  both  the  others,  with  additional  parallel  matter,  Index,  and  Key,  pp. 
326,  $1.00. 

2.  The  Pestalozzian  Series  of  Arithmetics.    Teacher's  Manual  and  First- 
Year  Text-Book  "for  pupils  in  the  first  grade.     Based  upon  Pestalozzi's 
method  of  teaching  Elementary,  Number.    By  JAMES  H.  HOOSE.     Boards, 
16mo,  2  editions.    Pupils^  Edition,  pp.  156,  35  cts.     Teacher's  Edition,  con- 
taining the  former,  with  additional  matter,  pp.  217,  50  cts. 

•  3.  The  Word  Method  in  Number.  A  series  of  45  Cards,  on  which  are 
printed  all  the  possible  Combinations  of  Two  Figures.  In  box.  By  H.  R. 
SANFORD.  Size  3J4x6  inches.  Price  50  cts. 

It.  A  Work  in  Number  for  Junior  Classes  in  Graded  Schools.  By  MARTHA 
ROE.  Cloth,  16mo,  pp.  116.  Price  50  C** 

5.  Intermediate  Pivblems  in  Arithmetic  for  Junior  Classes;  containing 
more  than  2,000  problems  in  Fractions,  Reduction,  and  Decimals.    By  EMMA 
A.  WELCH.    Cloth,  16mo,  pp.  96.    Price  50  cts. 

6.  The  Regents'  Questions  in  Arithmetic,  being  the  1293  questions  given 
at  the  first  50  examinations  held  by  the  Regents  of  the  University  of  the 
State  of  New  York.    Manilla,  16mo,  pp.  93.    25  cts.    Key,  25  cts.    The  same 
on  Card-Board  Slips,  in  Box,  with  Key,  $1.00. 

7.  Dime  Question  Book,  No.  IS,  Arithmetic.    By  ALBERT  P.  SOUTHWICK. 
Paper,  16mo,  pp.  39.    Price  10  cts. 

8.  A  Manual  of  Suggestions  for  Teaching  Fractions,  especially  designed 
to  accompany  a  Fractional  Apparatus  for  developing  the  Idea  of  Fractions. 
By  W.  W.  DAVIS.    Paper,  16mo,  pp.  43.    Price  25  cts.    Price  of  the  Appa- 
ratus, net,  $4.00. 

9.  The  30  Possible  Problems  of  Percentage,  embracing  a  full  and  exhaust- 
ive discussion  of  the  Theory  of  General  Percentage,  with  100  illustrative  ex- 
amples.   By  W.  H.  BRADFORD.    Manilla,  16mo,  pp.  34.    Price  25  cts. 

'  10.  Latitude  and  Longitude,  and  Longitude  and  Time.  Embracing  a 
comprehensive  discussion,  with  over  100  illustrative  questions  and  exam- 
ples. By  J.  A.  BASSETT.  Manilla,  16mo,  pp.  42.  Price  25  cts. 

11.  The  Internationa^  Date-Line,  or  Where  does  the  Day  Begin?    By 
HENRY  COLLINS.    Paper,  16mo,  pp.  15.    Price  15  cts. 

12.  A  Manual  of  Mensuration,  for  use  in  Common  Schools  and  Acade- 
mies.   By  H.  H.  BUTTON.    Boards,  16mo,  pp.  150.    Price  50  cts. 

13.  Number  Lessons,  somewhat  after  the  Grube  Method,  giving  on  one 
side  the  combinations  of  the  digits,  and  on  the  other  an  unlimited  series  of 
drill-exercises.    Heavy  card-board,  10x11  inches.    Price  10  cts. 

1ft.  Age-  Cards,  containing  9  columns  of  figures,  to  determine  a  person's 
age  by  adding  the  top  numbers  of  those  columns  in  which  the  number  repre- 
senting the  person's  age  is  found.  Heavy  card-board,  4x6.  Price  10  cts. 

15.  Cube  Soot  Blocks,  carried  to  3  places.    Size  3  inches,  in  box.    $1.00. 

16.  Numeral  Frames,  with  100  Colored  Balls,  $1.25;  with  150  Colored 
Balls,  $1.50. 

17.  Algebra  for  Beginners.    By  O.  S.  MICHAEL.    Cloth,  16mo,  pp.  120. 
Price  75  cts. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Helps  in  Teaching  Literature. 

1.  A  Series  of  Questions  in  English  and  American  Literature,  prepared 
for  class  drill  and  private  study  by  MARY  F.  HENDRTCK,  teacher  in  the  State 
Normal  School,  Cortland,  N.  Y.    16mo,  boards,  pages  100,  interleaved.   35cts. 

This  edition  is  especially  prepared  for  taking  notes  in  the  literature 
class,  and  may  be  used  in  connection  with  any  text-book  or  under  any  in- 
struction. 

2.  Early  English  Literature,  from  the  Lay  of  Beowulf  to  Edmund  Spen- 
ser.   By  WM.  B.  HARLOW,  instructor  in  the  High  School,  Syracuse,  N.  Y. 
16mo,  cloth,  pp.  138.    75  cts. 

This  handsome  volume  gives  copious  extracts  from  all  leading  authors, 
of  sufficient  length  to  afford  a  fair  taste  of  their  style,  while  its  biographical 
and  critical  notes  give  it  rare  value. 

3.  Dime  Question  Book  No.  2,  General  Literature,  and  No.  13,  American 
Literature.    By  ALBERT  P.  SOUTHWICK.    16mo,  paper,  pp.  35,  39.    10  cts.  each. 

These  are  among  the  most  interesting  books  in  the  series,  abounding  in 
allusion  and  suggestion,  as  well  as  giving  full  answers  to  every  question. 
They  afford  a  capital  drill,  and  should  be  used  in  eveiy  class  as  a  prepara- 
tion for  examination. 

h.  Hwv  to  Obtain  the  Greatest  Value  from  a  Book.  By  the  Rev.  R.  W. 
LOWRIE.  8vo,  pp.  12.  25  cts. 

No  one  can  read  this  essay  without  pleasure  and  profit. 

5.  The  Art  of  Questioning.  By  JOSHUA  G.  FITCH.  16mo,  paper,  pp.  36. 
15  cts. 

Mr.  Fitch,  one  of  Her  Majesty's  inspectors  of  schools,  now  recognized  as 
the  ablest  of  English  writers  on  education,  owed  his  early  reputation  to  this 
address,  the  practical  helpfulness  of  which  is  everywhere  acknowledged. 

•»  6.    The  Art  of  Securing  Attention.    By  JOSHUA  G.  FITCH.    16mo,  paper, 
pp.  43.    15  cts. 

The  Maryland  School  Journal  well  says:  "  It  is  itself  an  exemplification 
of  the  problem  discussed,  for  the  first  page  fixes  the  attention  so  that  the 
reader  never  wearies,  till  he  come;*  to  the  last  and  then  wishes  that  the  end 
had  not  come  so  soon." 

7.  The  Elocutionists  Annual,  comprising  new  and  popular  Readings, 
Recitations,  Declamations,  Dialogues,  Tableaux,  etc.,  etc.     Compiled  t>y 
Mrs.  J.  W.  SHOEMAKER.    Paper,  16mo,  pp.  200.    12  Numbers.    Price  of  each, 
30  cts. 

Though  primarily  designed  for  classes  in  elocution,  the  character  of  the 
selections  is  so  high  that  any  of  these  volumes  may  be  used  with  profit  in  a 
literature  class. 

8.  The  Bible  in  the  Public  Schools.    Paper,  24mo,  2  vols.,  pp.  214,  223. 
50  cts. 

These  volumes  contain  the  most  important  arguments,  decisions,  and 
addresses  connected  with  the  celebrated  contest  in  Cincinnati,  1869. 

^  C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Helps  in  Language  Teaching. 

1.  Normal  Language  Lessons :  being  the  instruction  in  Grammar  given 
at  the  Cortland  State  Normal  School.    By  Prof.  S.  J.  SORNBERGER.    16mo 
boards,  pp.  81.    50  cts. 

Whatever  text-book  the  teacher  uses,  or  if  he  uses  no  text-book  at  all, 
he  will  find  this  manual  of  great  assistance.  Its  classification  is  simple,  it* 
definitions  are  careful,  its  tabular  analyses  are  complete,  and  its  reference  by 
page  to  all  the  best  authors  makes  it  invaluable. 

2.  Exercises  in  Analysis  and  Parsing.    By  MARY  A.  RIPLEY,  teacher  of 
Grammar  in  the  Central  High  School,  Buffalo.    16mo,  boards,  pp.  103.    40  cts. 

The  value  of  such  a  work  depends  entirely  upon  the  character  of  its  se- 
lections. That  these  have  been  gathered  with  rare  skill  is  testified  by  the 
continued  use  of  this  book  in  a  majority  of  the  Regents'  schools  of  New 
York. 

3.  The  Regents'*  Questions  in  Grammar,  from  the  beginning  to  June, 
1882.    By  DANIEL  J.  PRATT,  Assistant  Secretary.    16mo,  manilla,  pp.  109. 
25  cts. 

This  unequalled  series  of  questions  is  recognized  throughout  the  country 
as  the  best  drill-book  ever  made,  and  the  only  satisfactory  preparation  for 
examination. 

An  edition  of  these  Questions,  with  complete  answers,  and  references  to  the 
grammars  of  Brown,  Murray,  Greene,  Clark,  Kerl,  Quackenbos,  Weld  & 
Quackenbos,  Hart,  Fowler,  Swinton,  Reed  &  Kellogg,  and  Whitney,  will  be 
sent  post-paid  to  any  address  on  receipt  of  One  Dollar.  It  contains  198 
pages,  and  is  handsomely  bound  in  cloth. 

k.  Dime  Question  Book  No.  lit,  Grammar.  By  ALBERT  P.  SOUTHWICK. 
16mo,  paper,  pp.  35.  10  cts. 

This  is  one  of  the  best  books  in  a  deservedly  popular  series,  giving  full 
answers  to  every  question,  with  notes,  queries,  etc.  Conductor  John  Ken- 
nedy says:  "The  bad  question  book  fosters  cram;  the  good  one  suggests 
study.  Mr.  Southwick's  system  is  good.  It  is  happy  and  nourishing.  I 
hope  you  may  sell  a  million  of  them." 

'  5.  The  Diacritical  Speller.  A  practical  course  of  exercises  in  Spelling 
and  Pronunciation.  By  C.  R.  BALES.  8vo,  boards,  pp.  68.  50  cts. 

This  work  is  novel  even  in  a  field  so  thoroughly  worked  as  spelling.  Its 
striking  features  are  conciseness  and  simplicity.  The  pupil  is  not  drilled 
upon  what  all  pupils  know,  but  only  upon  what  most  pupils  fail  in.  The 
collections  of  words  are  made  with  great  skill,  and  the  pupil  who  uses  this 
book  is  not  likely  to  say  Toosday  or  Reuler.  The  selection  of  test-words  is 
particularly  happy,  and  the  exercises  in  synonyms  will  afford  material  for 
many  a  spare  ten  minutes.—  California  Teacher. 

'•6.  An  Aid  to  English  Grammar,'  designed  principally  for  Teachers. 
By  ASHER  P.  STARKWEATHER.  16mo,  boards,  pp.  230.  75  cts. 

This  is  a  grammar  aid  book  on  a  wholly  original  plan.  It  is  simply  a 
coUection  of  words  which  are  used  as  two  or  more  parts  of  speech,  with 
illustrative  sentences  to  show  their  correct  use.— School. Herald,  Chicago. 

VC. JW.^BABDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Helps  in  Teaching  History. 

1.  A  Thousand  Questions  in  American  History.  16mo,  cloth,  pp.  247» 
Price  $1.00. 

This  work  has  been  prepared  by  an  eminent  teacher  for  use  in  his  own 
school— one  of  the  largest  in  the  State.  It  shows  rare  breadth  of  view  and 
digp.riTninn.tinn,  dealing  not  merely  with  events  but  with  causes,  and  with  the- 
Eide  issues  that  have  so  much  to  do  with  determining  the  destiny  of  a  nation. 
Jt  brings  the  narrative  down  to  the  Presidential  election  of  1884,  and  will 
#ive  valuable  hints  to  every  teacher  in  United  States  history. 

f .  Helps  in  Fixing  the  Facts  in  American  History.  By  HENRY  C.  NOR- 
THAM.  16mo,  cloth,  pp.  298.  Price  $1.00. 

Here  all  facts  are  presented  in  groups.    The       L — exington. 
key-word  to  the  Revolution,  for  instance,  is       I— ndependence. 
LIBERTY,  as  shown  in  the  accompanying  table       B— urgoyne's  Surrender^ 
of  Key-  Words ,'  and  in  like  manner  the  events  of       E— vacuation. 
the  late  civil  war  are  kept  chronologically  dis-       R— etribution. 
tinct  by  the  key-words  SLAVES  FREED.  Chart       T— reason. 
No.  1  indicates  by  stars  the  years  in  each  decade       Y— orktown. 
from  1492  to  1789,  in  which  the  most  remarkable  events  occured,  while  the 
colored  chart  No.  2  arranges  the  events  in  twelve  groups. . 

3.  Topics  and  References  in  American  History,  with  numerous  Search 
Questions.  By  GEO.  A.  WILLIAMS.  16mo,  cloth,  pp.  50.  50  cts. 

This  is  a  book  of  immediate  practical  value  to  every  teacher.   The  refer 
ences  are  largely  to  the  lighter  and  more  interesting  illustrations  of  history,, 
of  a  kind  to  arouse  the  thought  of  pupils  by  giving  vivid  conceptions  of  the  • 
events  narrated.   By  dividing  these  references  among  the  members  of  a  class 
the  history  recitation  iL&y  be  made  the  most  delightful  of  the  day. 

U.  Dime,  Question  Books,  No.  5,  General  History,  and  No.  6,  United  State* 
History  and  Civil  Government.  By  ALBERT  P.  SOUTHWICK.  16mo,  paper,  pp. 
37,32.  10  cts.  each. 

5.  Tablet  of  American  History,  with  map  of  the  United  States  on  the 
back.  By  RUFUS  BLANCHARD.  Heavy  paper,  mounted  on  rollers,  3^  by  5 
feet.  Price,  express  paid,  $3.00. 

The  demand  for  a  colored  chart  to  hang  upon  the  wall  and  thus  catch 
the  often-lifted  eye  of  the  pupil,  has  led  to  the  preparation  of  this  chart  by 
an  experienced  author.  The  events  of  the  four  centuries  are  grouped  in 
parallel  belts  of  different  colors,  and  upon  the  corners  and  sides  are  names 
of  the  States  and  Territories,  with  their  etymology,  etc.,  history  of  political 
parties,  portraits  of  all  the  Presidents,  Coats  of  Arms  of  all  the  States,  etc. 
The  map  is  engraved  expressly  for  this  chart  by  Rand  &  McNally,  is  colored 
ooth  by  States  and  by  counties,  and  gives  all  the  latest  railroads,  the  new  ar- 
rangement of  time,  etc.  Indeed,  the  map  is  as  indispensable  as  the  chart, 
and  the  combination  of  both  at  a  low  price  makes  perhaps  the  most  desira« 
"ble  purchase  for  the  school-room  that  has  ever  been  offered. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  1ST.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Teachers'  Question  Books, 

The  increasing  seventy  of  examinations  for  licenses  to  teach,  and  partic- 
ularly the  frequent  addition  of  new  subjects  to  the  list  upon  which  examina- 
tion is  held  has  made  books  9f  Examination  Questions  almost  essential  to 
the  teacher,  that  he  may  test  himself  in  private  before  submitting  to  a  pub- 
lic ordeal.  The  best  of  these  are  the  following. 

1.  The  Regents'  Questions  in  Arithmetic,  Geography,  Grammar  and  Spell- 
ing from  the  first  examination  in  1866  to  June  1882.    Being  the  11,000  Questions 
for  the  preliminary  examinations  for  admission  to  the  University  of  the 
State  of  New  York,  prepared  by  the  Regents  of  the  University,  and  partici- 

Sated  in  simultaneously  by  more  than  250  academies,  forming  a  basis  for  the 
istribution  of  more  than  a  million  of  dollars.     Complete  with  Key.    Cloth, 
16mo,  pp.  473.    $2.00. 

2.  Complete.    The  same  as  above  but  without  answers.    Pp.  340.    $1.00. 
In  the  subjects  named,  no  other  Question  Book  can  compare  with  this 

either  in  completeness,  in  excellence,  or  in  popularity.  By  Legislative  Enact- 
ment no  lawyer  can  be  admitted  to  the  bar  in  the  State  of  New  York  without 
passing  a  Eegents'  Examination  in  these  subjects. 

8.  The  Dime  Question  Books,  with  full  answers,  notes,  queries,  etc.  Paper, 
pp.  about  40.  Each  10  cts. 

Elementary  Series.  Advanced  Series. 

3 .  Physiology.  1.  Physics. 

4.  Theory  and  Practice.  2.  General  Literature, 
6.  U.  S.  History  and  Civil  Gov't.  5.  General  History. 

10.  Algebra.  7.  Astronomy. 

13.  American  Literature.  8.  Mythology. 

14.  Grammar.  9.  Rhetoric. 

15.  Orthography  and  Etymology.          11.  Botany. 

18.  Arithmetic.  12.  ZoOlogy. 

19.  Physical  and  Political  Geog.  16.  Chemistry. 

20.  Reading  and  Punctuation.  17.  Geology. 

Extra  Volume,  21.  Temperance  Physiology. 

"  The  immense  sale  of  the  Regents'  Questions  in  Arithmetic,  Geography, 
Grammar,  and  Spelling  has  led  to  frequent  inquiry  for  similiar  questions  in 
advanced  subjects.  To  meet  this  demand,  we  have  had  prepared  this  series 
of  Question  Books,  by  which  the  teacher  need  purchase  books  only  on  the 
subjects  upon  which  special  help  is  needed.  Frequently  a  $1.50  book  is 
bought  for  the  sake  of  a  few  questions  in  a  single  study.  Here,  the  studies 
may  be  taken  up  one  at  a  time,  a  special  advantage  in  New  York,  since  appli- 
cants f  01*  State  Certificates  may  now  present  themselves  for  examination  in  only 
part  of  the  subjects,  and  receive  partial  Certificates  to  be  exchanged  for  full  Cer- 
tificates when  all  the  branches  have  been  passed.  The  same  plan  is  very  gener- 
ally pursued  by  county  superintendents  and  commissioners  who 'are  encour- 
ing  their  teachers  to  prepare  themselves  for  higher  certificates. 

h.  The  Common  School  Question  Book.  By  ASA  L.  CRAIG.  Cloth,  12  mo., 
pp.340.  $1.50 

The  sale  of  this  book  continues  marvellous.  There  is  probably  no  county 
in  the  United  States  where  copies  may  not  be  found.  We  give  it  now  a  much 
handsomer  binding  than  heretofore. 

5.    New  York  State  Examination  Questions.    Cloth,  16mo,  pp.  180.    50  cts. 

This  contains  all  the  questions  given  at  all  the  New  York  Examinations 
for  State  Certificates  from  the  beginning.  There  are  more  questions  and  in 
greater  variety  than  in  any  other  collection.  It  does  not  give  answers. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLIC ATI-ONS- 


School  Eecords  and  Reports,-, 

1.  The  Bulletin  Class  Register.    Designed  by  EDWARD  SMITH,  Superin- 
tendent of  Schools,  Syracuse,  N.  Y.    Press-board  cover.     Three  Sizes,  (a)  6x7, 
for  terms  of  twenty  weeks;  (b)  5x7,  for  terms  of  fourteen  weeks.    When  not 
otherwise  specified  this  size  is  always  sent.    Pp.  48.    Each  25  cts.    (c),  like  (b) 
but  with  one-half  more  (72)  pages.    Each  35  cts. 

This  register  gives  lines  on  each  of  12  pages  for  29  names,  and  by  a  nar- 
row leaf  puts  opposite  these  names  blanks  for  one  entry  each  day  for  either 
14  or  20  weeks,  as  desired,  with  additional  lines  for  summary,  examina- 
tions,' and  remarks.  Nothing  can  be  more  simple,  compact,  and  neat,  where 
it  is  desired  simply  to  keep  a  record  of  attendance,  deportment,  and  class- 
standing,  It  is  used  in  nearly  two-thirds  of  the  union  schools  of  New  York. 

2.  The  Peabody  Clans  Iff  cord,  No.  1,  with  3  blanks  to  each  scholar  each 
day  for  a  year.    Boards  4^x9X>,  PP-  100,  $1.00.    No.  2,  with  5  blanks  to  each 
scholar,  8x11,  $1.50. 

This  is  similar  to  the  Bulletin  Register,  but  gives  3  or  5  blanks  each  day 
to  each  scholar,  instead  of  one. 

3.  Ryan's  School  Record,  112  blanks" to  a  sheet,~per  dozen  sheets,  50  cts."' 

k.  Keller's  Monthly  Report  Card,  to  be  returned  with  signature  of  parent 
or  guardian,  card-board  2^x4,  per  hundred,  $1.00. 

5.  Babcock's  Excelsior  Grading  Blanks,  manilla,  3x5,  with  blanks  on  both 
sides.  Comprising  (a)  Report  Cards;  (b)  Grade  Certificates  for  each  of  9 
grades;  (c)  High  School  Certificate  (double  size).  Price  of  (a)  and  (b)  $1.00  a 
hundred;  of  (c)  $1.50  a  hundred. 

G.  Shaw's  Scholar's  Register,  for  each  Week,  with  Abstract  for  the  Term. 
Paper,  5x7,  pp.  16.  Per  dozen,  50  cts. 

Here  each  pupil  keeps  his  own  record  in  a  handome  book  well  worth 
preserving. 

7.  Jackson's  Class  Record  Cards.    Per  set  of  90  white  and  10  colored 
cards,  with  hints,  50  cts. 

By  this  device  only  imperfect  recitations  need  be  marked. 

8.  Aids  to  School  Discipline,  containing  80  Certificates,  120  Checks,  200 
Cards,  100  Single  and  Half  Merits.    Per  box.  $1.25.    Supplied  separately  per 
hundred:  Half  Merits,  15  cts.,  Cards,  15  cts.,  Checks,  50  cts.,  Certificates,  50  cts. 

The  use  of  millions  of  these  Aids,  with  the  unqualified  approval  of  teach- 
ers, parents,  and  pupils,  is  assurance  that  they  are  doing  great  good. 

They  save  time  by  avoiding  the  drudgery  of  Record  keeping  and  Reports. 

They  abolish  all  notions  of  "partiality"  by  determining  the  pupil's 
standing  with  mathematical  precision. 

They  naturally  and  invariably  awaken  a  lively  paternal  interest,  for  the 
pupil  takes  home  with  him  the  witness  of  his  daily  conduct  and  progress. 

,  They  are  neat  in  design,  printed  in  bright  colors.  The  Certificates  are 
prizes  which  children  will  cherish.  The  Single  Merits  and  Half  Merits  are 
printed  on  heavy  card  board,  the  Cards  and  Checks  on  heavy  paper,  and  both 
may  be  used  many  times— hence  the  system  is  cheap,  as  well  as  more  at- 
tractive than  any  other  to  young  children.  (12) 

C.  W.  BARDEEX,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Maps,  Charts,  and  Globes. 

1.  Johnston's  Wall  Maps.    These  are  of  three  sizes,  27x33  inches,  costing 
$2.50  each;  42x50,  costing  $5.00  each;  and  63x72,  costing  $10.00  each. 

The  Common  School  Series  includes  (a)  Hemispheres,  (6)  North  America, 
<c)  South  America,  (d)  United  States,  (e)  Europe,  (/)  Asia,  (g)  Africa.  Others 
sometimes  substituted  or  added  are  (h)  World,  Mercator's  Projection,  (i) 
Eastern  Hemisphere,  (£)  Western  Hemisphere. 

We  can  furnish  also  in  the  42x50  size:  (I)  England,  (m)  France,  (n)  Italy, 
<o)  Spain,  (p}  Central  America,  (?)  Orbis  Veteribus  Notis,  (r)  Italia  Antiqua, 
<s)  Graecia  Antiqua,  (0  Asia  Minor,  (u)  Orbis  Romanus,  (w)  De  Bello  Gallico' 
<»)  Canaan  and  Palestine,  (y)  Bible  Countries. 

All  these  maps  are  engraved  on  copper,  and  printed  in  permanent  oil 
•colors.  All  are  cloth-mounted,  on  rollers.  Spring  rollers  are  added  at  an 
extra  cost  of  $1.00,  $1.50  and  $2.50  respectively  for  the  three  sizes. 

2.  Band  &  McNally's  Wall  Maps.    These  are  new  and  handsome,  includ- 
ing (6)  North  America,  (c)  South  America,  (d)  United  States,  (e)  Europe,  (/) 
Asia,  (0)  Africa,  (i)  Eastern  Hemisphere,  (#)  Western  Hemisphere.    No's  (6), 
<i),  (£)  are  41x58  inches;  the  rest  are  41x52.   Price  $5.00  each;  on  spring  rollers 
in  dust-proof  cases,  $6.75  each. 

3.  Bulletin  Map  of  the  United  States.    Paper,  on  rollers,  3^x5  ft.,  with 
Blanchard's  chart  of  United  States  History  upon  the  back.    $3.00. 

*  This  is  colored  both  by  States  and  by  Counties  and  gives  correctly  the 
new  Tune  Lines. 

U.  Map  of  New  York  State,  colored  both  by  Counties  and  by  Towns, 
2^x3  ft.  on  rollers.  Paper,  $1.00;  Cloth,  $2.00. 

5.  Large  Map  of  New  York  State,  68x74  inches.    Cloth,  on  rollers,  $10.00. 
On  spring  rollers,  $12.50. 

6.  Dissected  Map  of  New  York  State,  sawn  into  Counties.    75  cts. 

7.  Dissected  Map  of  the  United  States,  sawn  into  States.    75  cts. 

8.  Chart  of  Life  Series  of  Physiology  Charts,  27x37  inches,  four  in  num- 
ber, including  one  to  show  the  effects  of  alcohol  on  the  system.    These  show 
•every  organ,  life-size,  and  in  place.    Per  set,  $10.00;  on  spring-rollers,  $12.50. 

9.  EckardVs  Anatomical  Charts,  consisting  of  12  double  plates,  with 
more  than  100  distinct  and  separate  figures.    Per  set,  $15.00. 

10.  Beading  Charts  of  all  kinds.    Appleton's,  $12.50;  Monroe's  Complete, 
$7.00;  Monroe's  Abridged,  $4.50,  etc. 

The  School  Bulletin  Globe.  While  we  keep  a  dozen  styles  always  in  stock, 
"we  recommend  this  especially  because :  1.  It  is  12  or  6  inches  in  diameter.  2. 
It  has  a  low  and  heavy  Bronzed  Iron  Frame.  3.  Its  axis  is  adjustable.  4. 
It  shows  an  entire  Hemisphere.  5.  Its  Meridian  is  movable.  6.  Its  Map  is 
.-Johnston's.  7.  It  is  shipped  to  any  address  at  Fifteen  Dollars  for  a  12  inch 
or  Five  Dollars  for  a  6  inch  size.  8.  EVERY  GLOBE  is  GUARANTEED  TO  BE  AB- 
SOLUTELY PERFECT.  (14) 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


Blackboard  Material. 

No  feature  of  the  school-room  is  of  more  vital  importance  to  the  health 
of  scholars  and  teachers  than  the  Blackboard.  If  it  be  gray  or  greasy  the 
amount  of  chalk  used  fills  the  air  with  dust,  which  produces  catarrhal  and 
bronchial  difficulties,  and  yet  makes  so  faint  a  mark  that  the  children's  eyes 
are  permanently  injured.  Choice  should  be  made  among  the  following 
materials. 

1.  Solid  Slate.  This  is  durable,  but  costs  from  30  to  50  cts.  a  square  foot' 
is  noisy,  not  black  enough  in  color,  and  too  smooth  to  take  any  but  the  soft- 
est crayon. 

It  is  therefore  better  to  put  either  upon  the  plastered  wall,  or  upon  the 
wall  covered  with  manilla  paper,  or  upon  wooden  boards,  one  of  the  follow- 
ing preparations. 

9.  Agalite  Slating.  This  is  the  cheapest  of  all,  may  be  sent  by  mail,  and 
usually  gives  fair  satisfaction.  Price,  post-paid,  for  box  to  cover  400  feet' 
one  coat,  $6.00;  200  feet,  $3.25;  100  feet,  $1.75;  50  feet,  $1.00.  We  furnish  the 
Slack  Diamond  or  Silicate  Slating  at  the  same  price,  but  it  can  be  sent  only 
by  express. 

3.  Slate  Pencil  Slating.  This  remarkable  preparation  does  away  alto- 
gether with  chalk -dust,  having  sufficient  grit  to  take  a  distinct  mark  from  a 
slate-pencil.  Soft  crayon  should  never  be  used  upon  it<  unless  it  is  first  rubbed 
down  to  smoother  surface.  It  is  a  pure  alcohol  slating,  and  therefore  dur- 
able. Price  per  gallon,  covering  600  ft.,  one  coat,  $10.00;  quarts,  $2.75;  pints 
$1.50.  , 

In  many  schools,  the  State  Normal  at  Potsdam,  for  instance,  ordi- 
nary slate-pencils  have  taken  the  place  of  crayon.  In  other  schools  hard 
crayon,  like  Alpha  H,  has  been  used.  BuU  after  much  experimenting  we 
have  now  begun  to  manufacture  expressly  for  this  slating  a  new  soapstone 
crayon  6  inches  long,  ^  inch  wide,  J4  inch  thick,  known  as  the  Slate-Pencil 
Crayon,  which  gives  a  soft  white  mark,  easily  erased,  and  of  course  dustless, 
since  the  pencil  is  sawn  out  of  solid  soapstone.  We  warrant  this  to  give  sat- 
isfaction. Price  50  cts.  per  box  of  50. 

U.  Hornstone  Slating.  This  is  new,  and  altogether  the  best  in  the  market, 
making  a  really  stone  surface  which  is  yet  absolutely  black.  There  is  no 
waste  of  chalk,  even  with  soft  crayon,  while  the  Alpha  H  produces  a  beauti- 
fully clear  mark. '  It  contains  no  oil  or  grease,  and  grows  harder  with  age. 
It  is  put  on  with  a  paint-brush,  and  adheres  to  any  material,  so  that  it  may 
be  put  on  walls,  boards,  paper,  or  any  other  smooth  surface.  Price  $8.00 
per  gallon,  covering  200  feet  with  four  coats.  It  is  somewhat  expensive,  and 
must  be  put  on  with  care;  but  when  properly  finished  it  is  a  delight  to  the  eye. 
1  Andrews'1  Dustless  Erasers  work  well  on  any  of  the  boards  named.  Price 
15  cts.  each,  $1.50  per  dozen.  Cheney's  Dustless  Erasers  are  of  closer  mate- 
rial and  more  durable.  Price  15  cts.  each,  $1.25  a  dozen.  Alpha  Crayon,  M 
or  H,  75  cts.  a  box.  .  (13) 

C.  W.  BABDEEN,  Publisher,  Syracuse,  N.  Y. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


School  Bulletin  Teachers'  Agency. 

The  School  Agency  has  become  an  absolute  necessity.  It  is  an  exchange 
for  the  best  teachers  and  the  best  places,  where  each  can  get  just  the  kind 
of  place  he  is  best  fitted  for,  and  work  that  is  the  most  congenial.  We  have 
dozens  of  teachers  on  our  list  who  are  contented  with  their  salaries,  but 
who  want  special  work,  superintendence,  a  more  cultured  community,  near- 
ness to  a  large  city,— some  surrounding  circumstances  that  they  do  not  have 
in  their  present  location.  We  have  scores  who  are  giving  entire  satisfaction 
where  they  are,  and  are  paid  as  much  as  the  community  can  afford,  but  who 
feel  that  they  are  capable  of  doing  good  work  in  a  wider  field  and  at  a 
higher  salary.  We  have  others  who  are  tolerably  satisfied  where  they  are, 
and  who  expect  to  stay,  but  who  have  encountered  some  opposition  on  the 
board  of  education,  and  who  want  at  least  to  have  opportunity  to  decline 
some  other  position,  that  their  own  board  may  see  they  are  not  absolutely 
dependent  on  them  for  daily  bread. 

But  most  of  our  teachers  come  to  us  to  take  advantage  of  what  our  sys- 
tem can  do  toward  introducing  DISCRIMINATION  in  the  hiring  of  teachers. 
For  years  we  have  urged  that  this  was  all  good  teachers  needed.  Make  sure 
that  only  well-fitted  teachers  shall  fill  a  certain  place,  and  salary  will  take 
care  of  itself.  Toward  this  our  Agency  has  already  done  something,  and 
will  do  more.  The  school-board  that  comes  to  us  can  have  the  teachers  of 
the  whole  country  to  choose  from,  instead  of  having  to  select  from  those 
that  happen  to  be  near  by.  The  teacher  may  specify  the  kind  of  work  he 
wants  to  do,  and  if  he  is  well-fitted  and  will  be  patient,  he  can  get  it. 

Whether  this  Agency  is  trustworthy  may  be  judged  from  the  fact  that 
during  the  first  twenty-seven  months  of  its  working  it  filled  the  following 
fifty  principalships  in  New  York  normal,  high,  and  union  schools,  and 
academies,  besides  more  tha*200  subordinate  positions.  & 

Alexander,  Amenia  Ac.,  Amsterdam  Ac.,  Andover,  Angola,  Auburn 
($2000),  Bald  wins  ville,  Belfast,  Brasher  Falls,  Canandaigua  Ac.,  Canastota, 
Champlain,  Chittenango,  Crown  Point,  Dunkirk,  Fairfield  Sem.,  Friendship 
Ac.,  Geddes,  Greenville  Ac.,  Heuvelton,  Homer,  Hudson,  Ilion  ($1600),  Ives 
Sem.,  Jasper,  Manlius,  Mannsville,  Mohawk,  Moravia,  Morrisville,  Newark, 
Owego  ($1500),  'Painted  Post,  Phoenix  ($1500),  Potsdam  ($2800),  Poughkeepsie 
($1800),  Rensselaerville  Ac.,  Richfield  Springs,  St.  Johnsville,  Salamanca, 
Sandy  Creek,  Saratoga  Springs,  Silver  Creek,  Ticonderoga,  Warsaw,  Wash- 
ingtonville,  West  Troy,  Westport,  Whitney's  Point,  Yates  Ac. 

Among  positions  in  other  States  may  be  mentioned : 

For  men,  Jersey  City,  $2600  and  $2500 ;  East  Orange,  N.  J.,  $1000 ;  Leav- 
enworth,  Ks.,  $2000;  Ouray,  Colo.,  $1000;  New  Orleans,  La.,  $1000;  etc. 
For  women,  Marshalltown,  la.,  $1000;  St.  Joseph,  Mo.,  $850;  Napa,  Cal.,  $800; 
Ishpenning,  Mich.,  $700;  So.  Norwalk,  Ct.,  $650.  Among  places  for  women 
in  New  York,  we  may  mention  Buffalo  Normal,  $1200,  Saratoga,  $1000,  etc. 

If  you  want  a  better  position,  is  it  not  fair  to  assume  that  your  best  method  is 
ty  application  to  this  Agency.  For  particulars,  send  stamp  to 

C.  W.  BARDEEN,  Syracuse,  N.  Y. 


BX~S£SX?WJSSX 

jsmiB! 

7942 


. 


^ 


I 


